Hammad Mohammad Ahmed, Awed Huda Shaaban
Faculty of Education, Najran University, Najran, Saudi Arabia.
Curr Psychol. 2022 Sep 8:1-14. doi: 10.1007/s12144-022-03597-8.
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 (M = 17.8 years; SD = 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.
本研究旨在确定聋哑/听力障碍（DHH）青少年学生和听力正常的青少年学生最常见的思维方式，并检验思维方式对自我效能感的预测程度。研究还探讨了DHH学生在思维方式和自我效能感方面基于性别的差异。使用修订版思维方式量表II（TSI-R2）和儿童自我效能量表（SEQ-C），从沙特阿拉伯的145名DHH青少年学生和160名听力正常的青少年学生中收集数据（平均年龄 = 17.8岁；标准差 = 3.57岁）。研究结果显示，执行型、局部型、保守型和混乱型思维方式在DHH学生中更为普遍，而立法型、整体型、自由型和批判性思维方式在听力正常的学生中更为普遍。具有I型思维方式的学生自我效能感水平较高，而具有II型思维方式的学生自我效能感水平较低。DHH学生和听力正常的学生在自我效能感方面存在基于性别的差异，女性得分更高。此外，对于DHH学生来说，立法型、自由型和内倾型思维方式在男性中比在女性中更为普遍，而执行型、层级型、保守型、外倾型、司法型和局部型思维方式在女性中比在男性中更为普遍。对于听力正常的学生来说，男性更有可能表现出自由型、外倾型和寡头型思维方式，而女性更有可能表现出整体型、执行型、保守型、局部型和层级型思维方式。总之，这些研究结果表明，有必要通过在学校课程中开设课程，让DHH学生能够反思自己的自我效能感，从而训练他们使用积极的思维方式。
