Comparison of the relationship of academic success to self-concept, social acceptance and perceived social acceptance for hearing, hard of hearing and deaf adolescents in a mainstream setting.

This study investigated three constructs hypothesized to contribute to deaf and hard of hearing students' success in mainstream settings: self-concept, social acceptance, and perceived social acceptance. Twenty-five hearing, five deaf, and five hard of hearing junior high school students participated in this study. Students completed three measures: Piers-Harris Self-Concept Scale, Form A (Adapted), Peer Rating Scale, and Student Activity Questionnaire (Adapted). The results indicated that hard of hearing and deaf students' self-concepts and their perceptions of their social acceptance were not significantly different from their hearing peers' self-evaluations. Hard of hearing and deaf students' self-concepts were found to be inversely related to the peer acceptance rating they received from their hard of hearing and deaf peers. The best predictor of academic success for hard of hearing and deaf students was the peer acceptance rating they received from hearing students. Consequently, hard of hearing and deaf students' success in a mainstream program may be influenced by their social acceptance among hearing peers. Recommendations for increasing social acceptance in the mainstream setting were presented.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Special Education and Rehabilitation

Grantor dc:publisher

The University of Arizona.

Year dc:date.issued

1993

Author dc:creator

• Coyner, Lisa Sharon

Committee members dc:contributor.committeemember

• Smith, S. Mae
• Organist, James
• Aleamoni, Lawrence M.

• Mainstreaming in education.
• Inclusive education.
• Hearing impaired -- Psychology.
• Deaf -- Psychology.
• Social acceptance.
• Academic achievement.
• Self-perception.
• Adolescent psychology.

Statement dc:rights

• Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/10150/186158

OAI identifier oai:identifier

oai:repository.arizona.edu:10150/186158