A Comparison Study on Interpersonal Adjustment, Loneliness and Learning Motivation between High-School Hearing Impaired Students in Different Educational Placements

[[abstract]]The purpose of the study is to explore the differences and the relationships among interpersonal adjustment, loneliness and learning motivation of high-school hearing impaired students in terms of different educational placements and other background variables. The study also examined the predictive power of educational placement, interpersonal adjustment and loneliness to learning motivation of high-school hearing impaired students. Participants are 285 high-school hearing impaired students (161males and 122 females) from 53 schools in 9 cities/counties (including 3 Deaf schools). The instruments applied in this study are Interpersonal Adjustment Scale, Loneliness Scale and Learning Motivation Scale for Hearing-Impaired Students. The obtained data were analyzed with descriptive statistics, one-way MANOVA, canonical correlation analysis and hierarchical regression analysis. The results are as follows: 1. On interpersonal adjustment, normal high-school hearing impaired students and Deaf school students are significantly different. Specifically, normal high-school students are at higher level on “negative peer relationship” and “teacher student relationship” than Deaf school students. 2. On loneliness, normal high-school hearing impaired students and Deaf school students are significantly different. Specifically, normal high-school students are at lower level on “intimate others” and “affiliative environment” than Deaf school students. 3. On learning motivation, normal high-school hearing impaired students and Deaf school students are significantly different. Specifically, Deaf school students are at higher level on “self efficacy” than normal high-school students. 4. The canonical correlation between interpersonal adjustment and loneliness is statistically significant. 5. The canonical correlation between loneliness and learning motivation is statistically significant. 6. The canonical correlation between interpersonal adjustment and learning motivation is statistically significant. 7. “Positive peer relationship”, “negative peer relationship” and “self acceptance” on interpersonal adjustment of hearing impaired students may predict learning motivation together. According to the results, discussion, conclusions and suggestions were made for decision-making on educational placements, special education services and further researches.