| 其他摘要 | Life satisfaction is a core indicator of well-being. Clarifying the influencing factors of life satisfaction of hearing-impaired adolescents is of great significance for promoting and protecting the well-being of hearing-impaired adolescents. This study aims to explore the influences of teacher support on the life satisfaction of hearing-impaired adolescents, as well as the mediating role of self-esteem and self-acceptance, and the moderating role of family support.In Study 1, 276 hearing-impaired adolescents from special education schools in Yunnan, Shanxi, and Henan province were used as subjects. First, we examined the relationship between teacher support perceived by hearing-impaired adolescents and their life satisfaction, and whether this relationship differed by gender, hearing impaired inducement, hearing impaired level, and rectification measure. Moreover, we examined whether self-esteem and self-acceptance mediated the relationship between teacher support and life satisfaction. The results showed that: (1) teacher support had a moderately significant positive correlation with the overall and six dimensions of life satisfaction. Furthermore, the correlations did not differ by gender, hearing impaired inducement, and rectification measure. However, the correlations differed by hearing impaired level, with severely impaired hearing students having a higher correlation between teacher support and life satisfaction. (2) Both self-esteem and self-acceptance played partially mediating roles in the relationship between teacher support and self-satisfaction, but only self-esteem played partially mediating roles between teacher support and environmental satisfaction.In Study 2, 170 hearing-impaired adolescents from special education schools in Xinxiang and Anyang, Henan Province were used as subjects. On the basis of study 1, we examined whether family support moderated the relationship and mediating mechanism between teacher support and life satisfaction. The results show that: (1) Family support played a moderating role in the relationships between teacher support and self-satisfaction and between teacher support and environmental satisfaction. Specifically, the higher the family support, the stronger the positive relationships between teacher support and self-satisfaction and between teacher support and environmental satisfaction. (2) Family support also played a moderating role in the mediating process in which teacher support related to life satisfaction through self-esteem and self-acceptance. Specifically, the higher the family support, the stronger the positive relationships between teacher support and self-esteem and between self-esteem and environmental satisfaction. Furthermore, the higher the family support, the weaker the positive relationship between self-acceptance and environmental satisfaction.In summary, the protective effect of teacher support on the well-being of hearing impaired youths is universal and stable. Enhancing the quality and quantity of teacher support can benefit students extensively; teachers need to take into account the students’ family background and motivate parents to work together on the issue. The present study enriches the research results in the field of well-being of hearing impaired adolescents, and provides guidance for the development of hearing impaired adolescents. |
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