Resilience and school engagement of students with hearing impairement (Master thesis)
Commonly in the literature there is a wealth of research regarding the weaknesses and difficulties of deaf students. On the contrary, their strengths have rarely been the focus of interest resulting in an imbalance in the overall picture. Research on resilience shifts the focus from pathologizing to the potential of positive outcomes in the face of adversity. Nevertheless, it has scarcely been applied within the context of disability. Research data indicate that school, as an important part of children’ s social ecologies, may contribute actively to facilitating resilience processes. Based on the above, using a socio-ecological approach to resilience, the present study attempts to explore the resilience of deaf adolescent students in relation to their school engagement (two dimensions: affective and cognitive). The sample consisted of 35 deaf adolescents (11-23 years) who were studying in the Greek educational system. Two self-report questionnaires, printed and videotaped in the Greek Sign Language, were administered to the participants˙ The Student Engagement Instrument, (SEI) and the Child and Youth Resilience measure, (CYRM-28). According to the results, high levels of resilience and school engagement were observed in deaf adolescent students and positive correlations were found between the two variables. Differences were also found in both variables, based on gender, age group and father use of sign language. The results indicated that girls and students of younger age are more engaged in school and report higher levels of resilience than boys and older students. Finally, findings indicated that both dimensions of school engagement (affective and cognitive) are predictive factors of resilience. To our knowledge, this is the first time deaf students have been assessed on a published measure of resilience and school engagement within the Greek educational system. Practical implications are discussed.
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Ψυχική ανθεκτικότητα|
|Keywords:||Ψυχική ανθεκτικότητα,Σχολική εμπλοκή,Κωφοί,Αναπηρία,Εφηβεία,Resilience,School engagement,Deaf,Disability,Adolescence|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΑΡΑΠΗ ΜΑΡΙΑΝΘΗ 2019.pdf||1.35 MB||Adobe PDF||View/Open|
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