Factors affecting psychosocial adjustment of deaf students

F Polat

Research output: Contribution to journalArticle (Academic Journal)peer-review


Deafness is more than a medical condition. Recent theories have emphasized the importance of environmental factors on the psychosocial development of deaf children. As part of a larger scale study, this article aims to investigate the impact of the following variables on deaf students' psychosocial adjustment in Turkey: student-related background and experiential characteristics, parent-related variables, school-related factors, and teacher-related variables. The sample of 1,097 deaf students enrolled in the elementary, secondary, and high schools was drawn from 34 schools in 24 cities on a national geographical spread. The multiple regression analysis revealed that degree of hearing loss, additional handicap, and age at onset of deafness were negatively related to psychosocial adjustment of deaf students. However, there was a positive relationship between psychosocial variables and some of the independent variables, such as use of hearing aids, speech intelligibility, academic achievement, parental hearing status, and communication methods used at school. The findings of the study do not support a "pathological" view of deafness, suggesting that it was not deafness per se but that some environmental factors were also influential on the psychosocial adjustment of deaf students.
Translated title of the contributionFactors affecting psychosocial adjustment of deaf students
Original languageEnglish
Pages (from-to)325 - 339
Number of pages15
JournalJournal of Deaf Studies and Deaf Education
Volume8 (3)
Publication statusPublished - Jul 2003

Bibliographical note

Publisher: Oxford University Press
Other identifier: Summer 2003

Fingerprint Dive into the research topics of 'Factors affecting psychosocial adjustment of deaf students'. Together they form a unique fingerprint.

Cite this