这项研究旨在确定聋哑/听力障碍(DHH)和听力青少年学生最常见的思维方式,并考察思维方式对自我效能感的预测程度。它还探讨了DHH学生的思维方式和自我效能感中基于性别的差异。使用思维方式修订II(TSI-R2)和儿童自我效能问卷(SEQ-C),从沙特阿拉伯的145名DHH和160名听力青少年学生(Mage=17.8岁;SDage=3.57岁)收集了数据。调查结果显示,这位高管,当地,保守,混乱的思维方式在DHH学生中更为普遍,而立法,普遍,自由主义者,批判性思维风格在听力学生中更为普遍。那些具有I型思维方式的人具有更高的自我效能感,而那些具有II型思维方式的人的自我效能水平较低。DHH和听力学生的自我效能感存在性别差异,在女性中观察到更高的分数。Further,对于DHH学生来说,立法,自由主义者,内部思维方式在男性而不是女性中更为普遍,而行政人员,分层,保守,外部,司法,当地的思维方式在女性中更为普遍,而不是男性。对于倾听学生,男性更有可能表现出自由主义者,外部,和寡头风格,虽然女性更有可能展示全球,Executive,保守,当地,和分层样式。一起,这些发现表明,有必要通过在学校课程中实施课程来培养DHH学生使用积极的思维方式,使他们能够反思自己的自我效能感.
This study aimed to identify the most common thinking styles of deaf/hard-of-hearing (DHH) and hearing adolescent students, and to examine the extent to which thinking styles predict self-efficacy. It also explored gender-based differences in the thinking styles and self-efficacy of DHH students. Data were collected from 145 DHH and 160 hearing adolescent students in Saudi Arabia (Mage = 17.8 years; SDage = 3.57 years) using the Thinking Styles Inventory-Revised II (TSI-R2) and Self-Efficacy Questionnaire for Children (SEQ-C). Findings revealed that the executive, local, conservative, and chaotic thinking styles were more prevalent among DHH students, while the legislative, universal, liberal, and critical thinking styles were more prevalent among hearing students. Those with Type I thinking styles had higher levels of self-efficacy, while those with Type II thinking styles had lower levels of self-efficacy. There were gender-based differences in the self-efficacy of DHH and hearing students, with higher scores observed among females. Further, for DHH students, the Legislative, Liberal, and Internal thinking styles were more prevalent among males rather than females, while the Executive, Hierarchical, Conservative, External, Judicial, and Local thinking styles were more prevalent among females rather than males. For hearing students, males were more likely to exhibit the Liberal, External, and Oligarchic styles, while females were more likely to exhibit the Global, Executive, Conservative, Local, and Hierarchical styles. Together, these findings suggest the need to train DHH students to use positive thinking styles by implementing courses in their school curricula that enable them to reflect on their self-efficacy.