中等教育階段就讀普通班聽覺障礙學生幽默風格、嘲笑風格與心理健康之相關研究

本研究旨在探討中等教育階段就讀普通班聽覺障礙學生之幽默風格、嘲笑風格與心理健康三者間的現況，比較聽覺障礙學生與聽覺正常學生在這三變項的表現上是否有差異？並分析變項之間的相關情形。研究採問卷調查法，以台北、新北、桃園中等教育階段學生為取樣對象，有效樣本聽障生108人、聽常生72人，共計180人。研究工具包括正體中文版幽默風格量表、中文版嘲笑風格量表、正向心理健康量表。所得資料進行描述性統計、集群分析、單因子獨立樣本ANOVA、皮爾森積差相關等統計方法之分析。研究結果如下：一、聽常生的親和型、自我提升型幽默皆顯著高於聽障生。二、中等教育階段學生之幽默風格可分為正向高、低幽默、負向高三類，聽常生屬於「正向高」幽默態度者比例較高，而聽障生則是屬於「低幽默」幽默態度者比例較高。三、聽常生與聽障生在嘲笑風格的傾向上沒有顯著差異。聽常生的人際關係顯著優於重度聽損聽障生，聽常生的情緒平衡顯著優於輕中度聽損聽障生。四、正向高幽默態度之聽障生，怕被笑顯著低於負向高幽默態度之聽障生。五、正向高幽默態度之聽障生，人際關係顯著優於低幽默幽默態度之聽障生，樂觀進取則顯著優於低幽默、負向高幽默態度之聽障生。六、聽障生幽默風格與嘲笑風格之關聯性：親和型幽默與怕被笑有負相關，親和型幽默、自我提升型幽默皆與喜被笑有正相關，攻擊型幽默與喜笑人有正相關，自我貶抑型幽默則與怕被笑、喜被笑、喜笑人皆有正相關。七、聽障生正向幽默風格與心理健康有正相關；聽障生怕被笑與心理健康各構念皆有負相關。最後，研究者依據研究結果加以討論，提出教學與輔導相關建議，以供現場教師之用，另針對研究限制提出建議，以供未來研究參考。

關鍵字

心理健康；幽默風格；嘲笑風格；聽覺障礙學生

並列摘要

The study is to explore the relationship between humorous style, gelotophobia and mental health among students with hearing impairment in inclusive classroom of secondary education. Questionnaire survey was used and 180 cpoies（108 students with hearing impairment and 72 students with general hearing） were distribute to students in secondary education stage with purposive sampling in Taipei City, New North City and Taoyuan City. The instruments applied in this study are Humor Styles Questionnaire-Traditional Chinese Scale, PhoOhiKat-Traditional Chinese Scale and Positive Mental Health Scale. The researcher used descriptive statistics, cluster analysis, one-way ANOVA, and Pearson Product-Moment Correlation Coefficient to analysis. The conclusions are as follows: 1. On affiliative humor and self-enhancing humor, students with general hearing is significantly higher than students with hearing impairment. 2. The study performed a cluster analysis using Humor Styles Questionnaire and revealed three types of humor styles: positive humor endorsers, humor deniers, and negative humor endorsers. Students with general hearing are a higher proportion of "positive humor endorsers", while students with hearing impairment have a higher proportion of "humor deniers". 3. On gelotophobia, there is no significant difference between students with general hearing and students with hearing impairment. On interpersonal relationship, students with general hearing is significantly higher than students with severe hearing impairment. On emotional balance, students with general hearing is significantly higher than students with mild to moderate hearing impairment. 4. On gelotophobia, students with hearing impairment who were positive humor endorsers is significantly lower than students with hearing impairment who were negative humor endorsers. 5. On interpersonal relationship, students with hearing impairment who were positive humor endorsers is significantly higher than students with hearing impairment who were humor deniers. On optimism and eagerness, students with hearing impairment who were positive humor endorsers is significantly higher than students with hearing impairment who were humor deniers and negative humor endorsers. 6. For students with hearing impairment, affiliative humor is negatively correlation with gelotophobia. Affiliative humor and self-enhancing humor are positively correlation with gelotophilia. Aggressive humor is positively correlation with katagelasticism. Self-defeating humor is positively correlation with gelotophobia, gelotophilia, and katagelasticism. 7. For students with hearing impairment, affiliative humor and self-enhancing humor are positively correlation with mental health. On the other hand, gelotophobia is negatively correlation with mental health. Based on the findings of the study, the recommendations for teaching, counseling, and future research are proposed for reference.