Problem
One of the important problems for the handicapped child is whether he can develop an adequate self-concept. This is a significant problem for the hearing-impaired child in a regular school setting. If the development of self-concept is contingent upon the ability to express needs, wants, and desires, what is the self-concept of a child who cannot describe his feelings? The present study attempts to measure the self-concepts of the hearing-impaired students and to compare them to the self-concepts of the hearing students.
Method
The Piers-Harris Children's Self-Concept Scale was used to evaluate the self-concepts of 926 students of the Berrien County Day Program for Hearing-Impaired and the Berrien Springs Public Schools. Sixty-nine hearing-impaired and 857 hearing students in grades six through twelve were tested. A t-test was used to compare the means of the hearing-impaired and the hearing for each grade, the middle school, and the high school.
Results
There were no significant differences (p < .05) between the self-concept means for the hearing-impaired and the hearing students. Also, there were no significant differences (p < .05) between the national norm as established by the Piers-Harris Children's Self-Concept Scale and the means for the hearing-impaired and the hearing students.
Conclusions
The hearing and the hearing-impaired students have self-concepts that are not significantly different. These means are also not significantly different from the national norm as established by the Piers-Harris Children's Self-Concept Scale. The eighth- and ninth-grade hearing students tend to have a higher self-concept with regard to happiness and satisfaction. The eighth- and ninth-grade hearing-impaired students tend to have a higher self-concept with regard to happiness and satisfaction and physical appearance and attitude than the high school hearing-impaired students do. The hearing students and the hearing-impaired students have many self-concept factors that are very similar. The range of the self-concept scores for each group of hearing-impaired and hearing students is similar.
","abstract_html":"<p>Problem</p> <p>One of the important problems for the handicapped child is whether he can develop an adequate self-concept. This is a significant problem for the hearing-impaired child in a regular school setting. If the development of self-concept is contingent upon the ability to express needs, wants, and desires, what is the self-concept of a child who cannot describe his feelings? The present study attempts to measure the self-concepts of the hearing-impaired students and to compare them to the self-concepts of the hearing students.</p> <p>Method</p> <p>The Piers-Harris Children's Self-Concept Scale was used to evaluate the self-concepts of 926 students of the Berrien County Day Program for Hearing-Impaired and the Berrien Springs Public Schools. Sixty-nine hearing-impaired and 857 hearing students in grades six through twelve were tested. A t-test was used to compare the means of the hearing-impaired and the hearing for each grade, the middle school, and the high school.</p> <p>Results</p> <p>There were no significant differences (p < .05) between the self-concept means for the hearing-impaired and the hearing students. Also, there were no significant differences (p < .05) between the national norm as established by the Piers-Harris Children's Self-Concept Scale and the means for the hearing-impaired and the hearing students.</p> <p>Conclusions</p> <p>The hearing and the hearing-impaired students have self-concepts that are not significantly different. These means are also not significantly different from the national norm as established by the Piers-Harris Children's Self-Concept Scale. The eighth- and ninth-grade hearing students tend to have a higher self-concept with regard to happiness and satisfaction. The eighth- and ninth-grade hearing-impaired students tend to have a higher self-concept with regard to happiness and satisfaction and physical appearance and attitude than the high school hearing-impaired students do. The hearing students and the hearing-impaired students have many self-concept factors that are very similar. The range of the self-concept scores for each group of hearing-impaired and hearing students is similar.</p>","abstract_has_math":false,"creators":["Wright, Wayne K"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling Psychology, Ph.D.","degree_department":null,"school":null,"contributors":["Mercedes H. Dyer","Lyndon G. Furst","Peter Blitchington"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1981,"date_issued":"1981-01-01T08:00:00Z","date_published":"1981-01-01T08:00:00Z","updated_at":"2026-07-24T00:53:07Z","subjects":["Hearing-Impaired","Self-Concept","Students","Psychology","School Psychology","Speech Pathology and Audiology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/1564","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mercedes H. Dyer","Lyndon G. Furst","Peter Blitchington"]},{"key":"dc:creator","label":"Author","values":["Wright, Wayne K"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling Psychology, Ph.D."]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Hearing-Impaired","Self-Concept","Students","Psychology","School Psychology","Speech Pathology and Audiology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/1564"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem
One of the important problems for the handicapped child is whether he can develop an adequate self-concept. This is a significant problem for the hearing-impaired child in a regular school setting. If the development of self-concept is contingent upon the ability to express needs, wants, and desires, what is the self-concept of a child who cannot describe his feelings? The present study attempts to measure the self-concepts of the hearing-impaired students and to compare them to the self-concepts of the hearing students.
Method
The Piers-Harris Children's Self-Concept Scale was used to evaluate the self-concepts of 926 students of the Berrien County Day Program for Hearing-Impaired and the Berrien Springs Public Schools. Sixty-nine hearing-impaired and 857 hearing students in grades six through twelve were tested. A t-test was used to compare the means of the hearing-impaired and the hearing for each grade, the middle school, and the high school.
Results
There were no significant differences (p < .05) between the self-concept means for the hearing-impaired and the hearing students. Also, there were no significant differences (p < .05) between the national norm as established by the Piers-Harris Children's Self-Concept Scale and the means for the hearing-impaired and the hearing students.
Conclusions
The hearing and the hearing-impaired students have self-concepts that are not significantly different. These means are also not significantly different from the national norm as established by the Piers-Harris Children's Self-Concept Scale. The eighth- and ninth-grade hearing students tend to have a higher self-concept with regard to happiness and satisfaction. The eighth- and ninth-grade hearing-impaired students tend to have a higher self-concept with regard to happiness and satisfaction and physical appearance and attitude than the high school hearing-impaired students do. The hearing students and the hearing-impaired students have many self-concept factors that are very similar. The range of the self-concept scores for each group of hearing-impaired and hearing students is similar.
"]},{"key":"dc:title","label":"Title","values":["A Study of Self-Concept of Hearing-Impaired Students as Compared to the Self-Concept of Normal-Hearing Students"]}]}],"canonical_facts":{"dc:contributor":["Mercedes H. Dyer","Lyndon G. Furst","Peter Blitchington"],"dc:creator":["Wright, Wayne K"],"dc:description.abstract":["Problem
One of the important problems for the handicapped child is whether he can develop an adequate self-concept. This is a significant problem for the hearing-impaired child in a regular school setting. If the development of self-concept is contingent upon the ability to express needs, wants, and desires, what is the self-concept of a child who cannot describe his feelings? The present study attempts to measure the self-concepts of the hearing-impaired students and to compare them to the self-concepts of the hearing students.
Method
The Piers-Harris Children's Self-Concept Scale was used to evaluate the self-concepts of 926 students of the Berrien County Day Program for Hearing-Impaired and the Berrien Springs Public Schools. Sixty-nine hearing-impaired and 857 hearing students in grades six through twelve were tested. A t-test was used to compare the means of the hearing-impaired and the hearing for each grade, the middle school, and the high school.
Results
There were no significant differences (p < .05) between the self-concept means for the hearing-impaired and the hearing students. Also, there were no significant differences (p < .05) between the national norm as established by the Piers-Harris Children's Self-Concept Scale and the means for the hearing-impaired and the hearing students.
Conclusions
The hearing and the hearing-impaired students have self-concepts that are not significantly different. These means are also not significantly different from the national norm as established by the Piers-Harris Children's Self-Concept Scale. The eighth- and ninth-grade hearing students tend to have a higher self-concept with regard to happiness and satisfaction. The eighth- and ninth-grade hearing-impaired students tend to have a higher self-concept with regard to happiness and satisfaction and physical appearance and attitude than the high school hearing-impaired students do. The hearing students and the hearing-impaired students have many self-concept factors that are very similar. The range of the self-concept scores for each group of hearing-impaired and hearing students is similar.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/1564"],"dc:subject":["Hearing-Impaired","Self-Concept","Students","Psychology","School Psychology","Speech Pathology and Audiology"],"dc:title":["A Study of Self-Concept of Hearing-Impaired Students as Compared to the Self-Concept of Normal-Hearing Students"],"thesis:degree_discipline":["Counseling Psychology, Ph.D."],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T00:53:07Z"}