聽覺障礙大學生壓力因應歷程之探究

An Exploration of Stress Coping Process of College Students with Hearing Impairment

謝堉梅(Yu-Mei Hsieh) ； 陳怡慧(Yi-Hui Chen)

《特殊教育發展期刊》 67期 (2019/06) Pp. 41-56

https://doi.org/10.7034/DSE.201907_(67).0004

摘要

本研究是透過質性研究的半結構訪談方式，探索六位聽覺障礙大學生面臨壓力時的因應歷程。藉由Lazarus與Folkman（1984）的壓力認知評價與因應模式架構，分析詮釋研究參與者在大學生活中的壓力來源、認知評價、以及因應策略。歸納研究結果發現：1.聽覺障礙大學生壓力源來自課業、未來規劃、家庭、人際互動及感情問題，而其聽力損失與多項壓力源有關；2.聽覺障礙大學生所面臨的單一壓力源可能會合併兩種以上的認知評價；然而由聽力損失所形成的壓力源，會產生傷害或過度負荷之評價；3.在壓力因應策略方面，聽覺障礙大學生在因應壓力源時，多採取問題焦點因應及混合式因應之方式，其中在面對人際關係時，多數聽覺障礙大學生採用情緒焦點因應模式較其他壓力事件頻繁。

關鍵字

聽覺障礙大學生 ； 壓力認知 ； 壓力因應歷程

並列摘要

This study explored the stress coping process of six college students with hearing impairment based on Lazarus and Folkman's theory of stress appraisal and coping. The qualitative research method was employed and the date were gathered through in-depth interviews. Results showed that the main stress events the participants encountered included academic work, future plans, family, social interactions, and relationships. Hearing loss is related to multiple stress events. One stress event could include two or more stress appraisals, and the stress event caused by the hearing loss was appraised harmful or overloading. Problem-focused and mixed strategies were adopted as the major coping strategies for most of the participants. However, when the participants faced the stress event of social interaction or the situations contrary to their expectations, they tended to adopt emotion-focused strategies.

並列關鍵字

students with hearing impairment ； stress appraisal ； stress coping process

參考文獻

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY : Springer.

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