中国科学院心理健康重点实验室知识库

目的探讨教师支持对听障青少年生活满意度的影响,以及自尊与自我接纳在二者关系间的中介作用。方法采用教师与同学支持量表、自尊量表、自我接纳问卷及青少年学生生活满意度量表,对276名听障青少年进行调查。使用SPSS19.0和Amos 20.0软件对数据进行分析。结果 (1)教师支持、自尊、自我接纳和生活满意度两两间呈显著正相关(P<0.05)。(2)教师支持对自我满意度、环境满意度均具有极显著的预测作用(P<0.01)。(3)自尊和自我接纳在教师支持和自我满意度间均存在中介效应。(4)自尊在教师支持和环境满意度间存在中介效应。结论教师支持不仅直接影响听障青少年的自我满意度和环境满意度,而且通过自尊和自我接纳间接影响自我满意度,通过自尊间接影响环境满意度,二者共同在教师支持与生活满意度的关系间起部分中介作用。

Objective This study examined the relationship between teacher support and life satisfaction in hearing-impaired adolescents and the mediating effects of self-esteem and self-acceptance in this relationship. Methods A sample of 276 hearingimpaired adolescents participated in the study and completed Teacher and Classmate Support Scale, Self-Esteem Scale, Self-Acceptance Questionnaire, and Scale of Adolescent Student’s Life Satisfaction. Results Perceived teacher support, self-esteem, self-acceptance, and life satisfaction were positively correlated with each other. Perceived teacher support positively predicted both self-satisfaction and environmental satisfaction of hearing-impaired adolescents. Furthermore, self-esteem and self-acceptance mediated the effect of teacher support on self-satisfaction, and self-esteem mediated the effect of teacher support on environmental satisfaction. Conclusion Perceived teacher support affects life satisfaction of hearing-impaired adolescents not only directly but also indirectly via self-esteem and self-acceptance.

国家社会科学基金项目（17BSH096）