A comparative study of the subjective well-being between students in junior high schools for the blind and the normal junior high school students
10.3760/cma.j.issn.1674-6554.2011.06.023
- VernacularTitle:盲校学生与普通学校初中生主观幸福感比较研究
- Author:
Yanyan LIN
;
Jie ZHAO
;
Xia LI
- Publication Type:Journal Article
- Keywords:
Students in schools for the blind;
Junior high school students;
Subjective well-being
- From:
Chinese Journal of Behavioral Medicine and Brain Science
2011;20(6):549-551
- CountryChina
- Language:Chinese
-
Abstract:
Objective To study and compare the present situation and the difference in subjective well-being between students in junior high schools for the blind and normal junior high school students, and provide basis for the construction of education mode for the well-being of the blind students. Methods By random sampling method, subjective well-being questionnaire was used to investigate the 155 blind students in five blind schools and 436 normal junior high school students in three junior high schools in Shandong Province. Results ( 1 ) The blind students had shown significant differences in many aspects of subjective well-being such as gender, family e-conomic status, sight and parents'education degree (P<0. 05) . (2) Blind school students'social confidence experience (4. 59 ±1.13) was significantly higher than that of the normal students (4.31 ±1.13), and had a significant difference (P<0.05). Blind students got significantly lower scores ((4. 38 ± 1.26) , (4.00 ± 1. 29) ,(3. 58 ± 1. 37) ,(3.89 ± 1. 35) ,(4.41 ± 1.04) , (4. 20 ± 1. 33) ) than normal school students( (4.68 ± 1. 19) , (4. 36 ±1.14),(3.88±1.27),(4.41 ±1.25),(4.61 ±0.99), (4. 52 ± 1. 18)) in target value experience, physical health experience, mental health experience, interpersonal adaptability experience self-acceptance experience, and emotional balance experience. Conclusion There exists a significant difference between the blind students and the normal junior high school students in the different aspects of subjective well-being.
