Some Aspects of Emotional Functioning in Hard-of-Hearing Students
DOI:
https://doi.org/10.6000/2292-2598.2021.09.03.3Keywords:
Anxiety, education, happiness, hearing loss, life satisfactionAbstract
Input at early ages, hearing loss can compromise emotional health and cause learning difficulties. Nonetheless, there are relatively few relevant investigations addressing emotional development in hearing-impaired students. The current research intended to compare the self-reported emotional functioning in hearing and hearing-impaired students in order to examine whether there are differences between them. A cross-sectional study was conducted on 94 hard-of-hearing individuals and 104 typical hearing subjects between 16 and 24 years of age from three institutions in Kazakhstan. The overall happiness, life satisfaction, level of anxiety, and emotional preferences were assessed with the Subjective Happiness Scale, Satisfaction with Life Scale, State-Trait Anxiety Inventory, and a questionnaire developed by Dodonov, respectively. The data were subjected to the multivariate analysis of variance. Children and adolescents with hearing loss are reportedly more likely than typical hearing peers to experience various psychosocial difficulties, antisocial disorders, and reactions. However, in the present research, both groups were similar regarding the emotional preferences, apart from the altruistic scale, which was significantly higher (P <0.001) in hearing-impaired participants relative to their hearing counterparts. When compared to normal-hearing persons, hard-of-hearing respondents had higher scores (P <0.001) for trait and state anxiety while having lower scores (P ≤0.001) for satisfaction with life and overall happiness, which could be seen as a matter of concern. As a potential future line of research, throwing more light on other aspects of emotional functioning in learners with hearing loss might be necessary. To our knowledge, this is the first report on the State-Trait Anxiety Inventory performed on hearing-impaired youth. The findings from this investigation could be of practical help to practitioners working with hard-of-hearing students, providing additional information on their emotional well-being.
References
Liaqat K, Hussain S, Bilal M, et al. Further evidence of involv-ement of TMEM132E in autosomal recessive nonsyndromic hearing impairment. J Hum Genet 2020; 65: 187-92. https://doi.org/10.1038/s10038-019-0691-4 DOI: https://doi.org/10.1038/s10038-019-0691-4
Tingang EW, Noubiap JJ, Fokouo JV, et al. Hearing impairment overview in Africa: the case of Cameroon. Genes 2020; 11(2): 1-18. DOI: https://doi.org/10.3390/genes11020233
Ariapooran S. Mathematics motivation, anxiety, and performance in female deaf/hard-of-hearing and hearing students. Commun Disord Q 2017; 38: 172-8. https://doi.org/10.1177/1525740116681271 DOI: https://doi.org/10.1177/1525740116681271
Baglama B, Haksiz M, Uzunboylu H. Technologies used in the education of hearing-impaired individuals. Int J Emerg Technol Learn 2018; 13: 53-63.
https://doi.org/10.3991/ijet.v13i09.8303 DOI: https://doi.org/10.3991/ijet.v13i09.8303
Fang BX, Cen JT, Yuan T, et al. Etiology of newborn hearing impairment in Guangdong province: 10-year experience with screening, diagnosis, and follow-up. World J Pediatr 2020; 16: 305-13. https://doi.org/10.1007/s12519-019-00325-4 DOI: https://doi.org/10.1007/s12519-019-00325-4
Wezzie S, Fayiah M, Gwayi S. Challenges faced by learners with hearing impairments in a special school environment: A case study of Embangweni primary school for the deaf, Mzimba district, Malawi. World J Vocat Educ Train 2020; 2: 21-36. DOI: https://doi.org/10.18488/journal.119.2020.21.21.36
Lukomski J. Deaf college students’ perceptions of their social-emotional adjustment. J Deaf Stud Deaf Educ 2007; 12: 486-94. https://doi.org/10.1093/deafed/enm008 DOI: https://doi.org/10.1093/deafed/enm008
Lassale C, Vullo P, Cadar D, Batty GD, Steptoe A, Zaninotto P. Association of inflammatory markers with hearing impairment: The English longitudinal study of aging. Brain Behav Immun 2020; 83: 112-9. https://doi.org/10.1016/j.bbi.2019.09.020 DOI: https://doi.org/10.1016/j.bbi.2019.09.020
Mazaheryazdi M, Aghasoleimani M, Karimi M, Arjmand P. Perception of musical emotion in the students with cognitive and acquired hearing loss. Iran J Child Neurol 2018; 12: 41-8.
Global Research on Developmental Disabilities Collaborators. Developmental disabilities among children younger than five years in 195 countries and territories, 1990-2016: A systematic analysis for the Global Burden of Disease Study 2016. Lancet Glob Health 2018; 6: e1100-21. https://doi.org/10.1016/S2214-109X(18)30309-7 DOI: https://doi.org/10.1016/S2214-109X(18)30309-7
Bussé AM, Hoeve HL, Nasserinejad K, Mackey AR, Simonsz HJ, Goedegebure A. Prevalence of permanent neonatal hearing impairment: a systematic review and Bayesian meta-analysis. Int J Audiol 2020; 59: 475-85. https://doi.org/10.1080/14992027.2020.1716087 DOI: https://doi.org/10.1080/14992027.2020.1716087
Mamyrkhanova M. V Kazahstane rastyot chislo detej s invalidnost'yu. Kursiv [Internet]. 2019 Apr 15 [cited 2021 May 4]. Available from: https://kursiv.kz/news/obschestvo/2019-04/v-kazakhstane-rastet-chislo-detey-s-invalidnostyu
Jones N, Presler-Marshall E, Stavropoulou M. Adolescents with disabilities. Enhancing resilience and delivering inclusive development. Overseas Development Institute; 2018 [cited 2021 May 4]. Available from: https://www.odi.org/sites/ odi.org.uk/files/resource-documents/12323.pdf
Kosherbayeva L, Medeulova A, Hailey D, Yermukhanova L, Uraz R, Aitmanbetova A. Influence of a health technology assessment on the use of pediatric cochlear implantation in Kazakhstan. Health Policy Technol 2018; 7: 239-42. https://doi.org/10.1016/j.hlpt.2018.06.002 DOI: https://doi.org/10.1016/j.hlpt.2018.06.002
Vodopivec JL, Bagon S. Motivation for using ICT and pupils with learning difficulties. Int J Emerg Technol Learn 2016; 11: 70-5. https://doi.org/10.3991/ijet.v11i10.5786 DOI: https://doi.org/10.3991/ijet.v11i10.5786
Cawthon SW, Fink B, Schoffstall S, Wendel E. In the rearview mirror: Social skill development in deaf youth, 1990-2015. Am Ann Deaf 2018; 162: 479-85. DOI: https://doi.org/10.1353/aad.2018.0005
Luckner JL, Movahedazarhouligh S. Social-emotional interventions with children and youth who are deaf or hard of hearing: A research synthesis. J Deaf Stud Deaf Educ 2019; 24(1): 1-10. https://doi.org/10.1093/deafed/eny030 DOI: https://doi.org/10.1093/deafed/eny030
Belousova A, Belousova E. Gnostic emotions of students in solving of thinking tasks. Int J Cogn Res Sci Eng Educ 2020; 8(2): 27-34. https://doi.org/10.5937/IJCRSEE2002027B DOI: https://doi.org/10.5937/IJCRSEE2002027B
Ekinci M, Gölboyu BE, Dülgeroğlu O, et al. The relationship between preoperative anxiety levels and vasovagal incidents during the administration of spinal anesthesia. Rev Bras Anestesiol 2017; 67: 388-94. https://doi.org/10.1016/j.bjane.2016.07.017 DOI: https://doi.org/10.1016/j.bjane.2016.07.017
Jovanović V, Lazić M, Gavrilov‐Jerković V. Measuring life satisfaction among psychiatric patients: measurement invariance and validity of the satisfaction with life scale. Clin Psychol Psychother 2020; 27: 378-83. https://doi.org/10.1002/cpp.2434 DOI: https://doi.org/10.1002/cpp.2434
Chien CL, Chen PL, Chu PJ, Wu HY, Chen YC, Hsu SC. The Chinese version of the Subjective Happiness Scale: Validation and convergence with multidimensional measures. J Psychoeduc Assess 2020; 38: 222-35. https://doi.org/10.1177/0734282919837403 DOI: https://doi.org/10.1177/0734282919837403
Mekonnen M, Hannu S, Elina L, Matti K. Socio-emotional problems experienced by deaf and hard of hearing students in Ethiopia. Deafness Educ Int 2015; 17: 155-62. https://doi.org/10.1179/1557069X15Y.0000000002 DOI: https://doi.org/10.1179/1557069X15Y.0000000002
Tsou Y-T, Li B, Kret ME, Sabino da Costa I, Rieffe C. Reading emotional faces in deaf and hard-of-hearing and typically hearing children. Emotion 2020; Advance online publication [cited 2021 May 4]. Available from: https://doi.apa.org/doiLanding?doi=10.1037%2Femo0000863
Stevenson J, McCann D, Watkin P, Worsfold S, Kennedy C. The relationship between language development and behaviour problems in children with hearing loss. J Child Psychol Psychiatry 2010; 51(1): 77-83. https://doi.org/10.1111/j.1469-7610.2009.02124.x DOI: https://doi.org/10.1111/j.1469-7610.2009.02124.x
Ahmadi H, Daramadi PS, Asadi-Samani M, Sani MRM. Effectiveness of group training of assertiveness on social anxiety among deaf and hard of hearing adolescents. Int Tinnitus J 2017; 21(1): 14-20. https://doi.org/10.5935/0946-5448.20170004 DOI: https://doi.org/10.5935/0946-5448.20170004
Huber M, Kipman U. The mental health of deaf adolescents with cochlear implants compared to their hearing peers. Int J Audiol 2011; 50: 146-54. https://doi.org/10.3109/14992027.2010.533704 DOI: https://doi.org/10.3109/14992027.2010.533704
Most T, Michaelis H. Auditory, visual, and auditory-visual perceptions of emotions by young children with hearing loss versus children with normal hearing. J Speech Lang Hear Res 2012; 55: 1148-62. https://doi.org/10.1044/1092-4388(2011/11-0060) DOI: https://doi.org/10.1044/1092-4388(2011/11-0060)
Michael R, Attias J, Raveh E. Cochlear implantation and social-emotional functioning of children with hearing loss. J Deaf Stud Deaf Educ 2019; 24(1): 25-31. https://doi.org/10.1093/deafed/eny034 DOI: https://doi.org/10.1093/deafed/eny034
Long J, Attuquayefio T, Hudson JL. Factors associated with anxiety symptoms in Australian deaf or hard of hearing children. J Deaf Stud Deaf Educ 2021; 26(1): 13-20. https://doi.org/10.1093/deafed/enaa035 DOI: https://doi.org/10.1093/deafed/enaa035
Cosh S, Naël V, Carrière I, et al. Bidirectional associations of vision and hearing loss with anxiety: Prospective findings from the three-city study. Age Ageing 2018; 47: 582-89. https://doi.org/10.1093/ageing/afy062 DOI: https://doi.org/10.1093/ageing/afy062
Bendíková E, Nemček D, Kurková P, Lubkowska W, Mroczek B. Satisfaction with Life Scale analyses among healthy people, people with noncommunicable diseases and people with disabilities. Fam Med Prim Care Rev 2018; 20: 210-3. https://doi.org/10.5114/fmpcr.2018.76917 DOI: https://doi.org/10.5114/fmpcr.2018.76917
Dong S, Lucas MS. Psychological profile of university students with different types of disabilities. J Coll Stud Dev 2014; 55: 481-5. https://doi.org/10.1353/csd.2014.0044 DOI: https://doi.org/10.1353/csd.2014.0044
Mulderrig KE, Rogers S. Deaf cultural identification, cochlear implants, and life satisfaction. Can Acoust 2019; 47(3): 20-1.
Toofaninejad E, Zaraii Zavaraki E, Dawson S, Poquet O, Sharifi Daramadi P. Social media use for deaf and hard of hearing students in educational settings: A systematic review of literature. Deafness Educ Int 2017; 19: 144-61. https://doi.org/10.1080/14643154.2017.1411874 DOI: https://doi.org/10.1080/14643154.2017.1411874