听障学生父母亲职压力实证研究

朱立国; 易海燕

doi:10.3969/j.issn.1672-4933.2026.05.016

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听障学生父母亲职压力实证研究

康复教育 | 更新时间：2026-10-08

- 听障学生父母亲职压力实证研究
- An Analysis of Empirical Research Results on Parenting Stress of The Families of Hearing Impaired Students
- 中国听力语言康复科学杂志 2026年24卷第5期页码：534-538
- 作者机构：
  
  上海市特殊儿童康复中心上海 200127
- 作者简介：
  
  朱立国，E-mail：188392118@qq.com
- 基金信息：
  
  中国残联“人工耳蜗植入儿童随班就读学业成效及家庭支持状况与需求调查”(2022CDPFHS-19)
- DOI：10.3969/j.issn.1672-4933.2026.05.016
  中图分类号： R764.5
- 收稿：2024-08-27，
  
  修回：2025-03-20，
  
  录用：2026-07-30，
  
  纸质出版：2026-09-15
- 稿件说明：
移动端阅览
朱立国,易海燕.听障学生父母亲职压力实证研究[J].中国听力语言康复科学杂志,2026,24(05):534-538.

ZHU Li-guo,YI Hai-yan.An Analysis of Empirical Research Results on Parenting Stress of The Families of Hearing Impaired Students[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):534-538.
朱立国,易海燕.听障学生父母亲职压力实证研究[J].中国听力语言康复科学杂志,2026,24(05):534-538. DOI： 10.3969/j.issn.1672-4933.2026.05.016.

ZHU Li-guo,YI Hai-yan.An Analysis of Empirical Research Results on Parenting Stress of The Families of Hearing Impaired Students[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):534-538. DOI： 10.3969/j.issn.1672-4933.2026.05.016.

摘要

目的

探讨听障学生家庭亲职压力的特征及其影响因素。

方法

采用自制一般情况调查表和简式育儿压力问卷（parenting stress index/short form，PSI/SF）对上海地区不同学段518名听障学生家长进行调查。

结果

74.13%的父母处于正常压力水平，3.86%的父母处于临高水平，6.56%的父母处于高水平，15.44%的父母处于非常高水平。上海地区听障学生父母亲职压力水平无显著差异（

=4.113，

=0.249

0.05）。家庭类型（

=27.750，

=0.006

0.01）、听障学生康复教育处境（

=46.046，

=0.000

0.01）、听障学生沟通方式（

=15.549，

=0.016

0.05）均会导致父母亲职压力水平呈现显著差异。听辅设备会导致听障学生父母亲职压力（

=17.517，

=0.004

0.01）与亲子互动失调（

=29.328，

=0.000

0.01）、困难儿童（

=11.692，

=0.039

0.05）2个维度呈现显著差异。不同学段父母的亲职压力得分存在显著差异（

=3.928，

=0.002

0.01）。亲职压力得分及核心维度与听障学生口语清晰度呈负相关。

结论

建议采用多层次支持策略，强化家校社协同育人机制，建立支持小组和心理辅导，以增强亲职效能。制订针对特殊需要儿童家庭的支持政策，建立衔接与监管机制，确保康复服务标准化。探索人工智能（AI）等新兴技术，利用移动应用技术减轻父母压力，改善亲子关系。

Abstract

Objective

To explore the characteristics and influencing factors of parental stress in families with hearing-impaired students.

Methods

This study conducted a survey of 518 parents of hearing-impaired students at different educational stages in Shanghai using a self-developed general situation questionnaire and the Parenting Stress Index/Short Form (PSI/SF).

Results

In this study

74.13% of parents were at a normal stress level

3.86% at a borderline level

6.56% at a high

level

and 15.44% at a very high level. There was no significant difference in parental stress levels between the fathers and mothers of hearing-impaired students in Shanghai(

= 4.113

=0.249

0.05). The type of family (

=27.750

=0.006

0.01)

the situation of rehabilitation education for hearing-impaired students (

=46.046

=0.000

0.01)

and the communication methods of hearing-impaired students(

=15.549

=0.016

0.05)all led to significant differences in the parental stress levels. The hearing assistance devices led to significant differences in parental stress scores of hearing-impaired students(H=17.517

=0.004

0.01)and parent-child interaction disorders(H=29.328

=0.000

0.01)

as well as difficulties in children(H=11.692

=0.039

0.05)in two dimensions. There were significant differences in parental stress scores among the parents of the students at different educational stages(

=3.928

=0.002

0.01). Parental stress scores and core dimensions were negatively correlated with the clarity of verbal expression in hearing-impaired students.

Conclusion

It is recommended to adopt multi-level support strategies

strengthen the collaborative education mechanism among families

schools

and communities

establish support groups and psychological counseling

and enhance parental efficacy. At the policy level

it is necessary to formulate support policies for families with special children

establish connection and supervision mechanisms

and ensure the standardization of rehabilitation services. Exploring emerging technologies such as AI and utilizing mobile applications to alleviate parental stress and improve parent-child relationships is also suggested.

关键词

Keywords

references

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