Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands.
Center for Disability Studies, The Paul Baerwald School of Social Work and Social Welfare, the Hebrew University of Jerusalem, Jerusalem, Israel.
J Deaf Stud Deaf Educ. 2021 Sep 15;26(4):469-482. doi: 10.1093/deafed/enab022.
For deaf and hard-of-hearing (DHH) children living in an environment where their access to linguistic input and social interactions is compromised, learning emotions could be difficult, which may further affect social functioning. To understand the role of emotion in DHH children's social life, this study investigated emotional functioning (i.e., emotion recognition, empathy, emotion expression), and its relation with social functioning (i.e., social competence and externalizing behaviors), in 55 DHH children and 74 children with typical hearing (aged 3-10 years; Mage = 6.04). Parental reports on children's emotional and social functioning and factors related to DHH children's hearing were collected. Results showed similar levels of emotional and social functioning in children with and without hearing loss. Use of auditory intervention and speech perception did not correlate with any measures in DHH children. In both groups, higher levels of empathy related to higher social competence and fewer externalizing behaviors; emotion recognition and positive emotion expression were unrelated to either aspect of social functioning. Higher levels of negative emotion expression related to lower social competence in both groups, but to more externalizing behaviors in DHH children only. DHH children in less linguistically accessible environments may not have adequate knowledge for appropriately expressing negative emotions socially.
对于生活在语言输入和社交互动受限环境中的聋人和重听（DHH）儿童来说，学习情绪可能较为困难，这可能进一步影响其社交功能。为了了解情绪在 DHH 儿童社交生活中的作用，本研究调查了 55 名 DHH 儿童和 74 名听力正常儿童（年龄 3-10 岁；Mage=6.04）的情绪功能（即情绪识别、同理心、情绪表达）及其与社交功能（即社交能力和外化行为）的关系。收集了儿童情绪和社交功能的父母报告以及与 DHH 儿童听力相关的因素。结果表明，听力损失儿童和听力正常儿童的情绪和社交功能水平相似。听觉干预和言语感知的使用与 DHH 儿童的任何测量结果均不相关。在两组儿童中，同理心水平越高，社交能力越高，外化行为越少；情绪识别和积极的情绪表达与社交功能的任何方面均无关。在两组儿童中，更高的消极情绪表达水平与更低的社交能力相关，但仅与 DHH 儿童更多的外化行为相关。语言环境较不便利的 DHH 儿童可能没有足够的知识来适当表达社交中的消极情绪。
