聋生心理健康与成就动机，行为方式的相互影响

The Interaction among Deaf Student’s Mental Health, Achievement Motivation and Behavioral Mode

以苏州市聋生这一特殊群体为研究对象，运用问卷调查和半结构式访谈的方法，探讨其心理健康状况及影响因素。结果发现，聋生的心理健康程度不及正常学生，表现在总分以及躯体症状、焦虑担忧、抑郁三个分量表上的得分均高于正常学生。学业压力、应对方式、内部成就动机和外部成就动机是影响聋生心理健康的重要因素，聋生所感受到的社会支持程度要高于正常学生，聋生的成就动机也高于正常学生，而面对压力，他们的行为应对方式却较多退缩性的。造成这种矛盾的原因是家庭和学校教育中对聋生自强、自立、自理能力培养不到位，助长了聋生因残疾而产生的惰性和依赖性行为，对聋生的心理健康产生了消极影响。社会应提倡更多的正常人学习手语，让聋生有更好的社会交往环境。

As a special group， nowadays deaf students obtain more and more attention. Previous research found that their mental health lever was lower than normal students， but little researches were applied to find the reason of that. In the preliminary research， the inner and external factors related to the mental were discussed based in Stress Respond Mechanisms.There are 114 deaf students in Suzhou considered as subjects in the research， among which 67 are male and 47 are female. Learning stress， coping style， achievement motivation， social support are considered as antecedents to deaf students’ mental health. Questionnaires and self-administered technique are used in this research. Multiple regression analysis is used to analyze the hypotheses. In order to prove the statistical results， this research carried out an interview which including 8 deaf students and 6 teachers. The results are summarized as follows：(1) Whether general questionnaire or three sub-questionnaire of mental health， deaf students’ lever is lower than that of normal students， which is as same as the previous research；(2) The learning stress of deaf students mainly comes from others’ expectation， high learning object set up by their own， heavy learning assignment or competition among classmates；(3) The four coping style of deaf students commonly used are problem-solving， help-seeking and withdrawal. Compared to normal students， deaf students are adapt to adopt fantasy to cope with the frustration and trouble；(4) The social support of deaf students is more than of normal student；(5) whether total achievement motivation or external and inner achievement motivation of deaf students is higher than that of normal students， and deaf students’ inner achievement motivation is higher than their external achievement motivation；(6) Deaf students with learning stress， coping style， achievement motivation have predictive power over mental health.The present findings shows the influencing Mechanisms of deaf students’ mental health， which can serve as the scientific base for improving deaf student’s mental health. At the same time， the result is useful for the development of Special Education. Owning to the particularity of deaf students， their education should be different from the normal students， especially reinforcing the education of mental health.