| dc.description.abstract | This study was conducted to identify the factors that may influence the academic and social adjustment of college students with hearing loss in Taiwan. These factors included age, gender, degree of hearing loss, primary communication mode, amplification, high school educational experience, and family relationship. The instruments used to address the research questions in this study were the College Student Adjustment Checklist (CSAC-II; Ju, 2008) and the Demographic Information Form. Three major findings were suggested in the current study.First, family relationship was significantly associated with academic performance, regardless of any demographic, audiological, and communication factors. Students with hearing loss who experienced less family stress tended to have fewer academic difficulties or better GPAs. Second, rather than any personal characteristics, family relationship made a unique contribution to social competence,. Students with hearing loss who reported having more family stress were more likely to experience social difficulties. Finally, neither academic nor social adjustment served as a predictor of academic success among college students with hearing loss. How academic and social adjustment impact DHH students' educational performance remains unknown. These findings can provide practical implications for teachers and college personnel to build a supportive program and environment for DHH students in Taiwan. It is recommended that future studies of this topic include a longitudinal study to further explore the relationship between academic success and social competence as DHH participants age. In addition, exploring how the various developmental and environmental factors impact both hearing and deaf/hard of hearing college students is recommended as well. | |
