How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style.

The researchers examined the associations between thinking styles and grit. A cross-sectional design was adopted, with two weeks of data collection. The Thinking Styles Inventory-Revised II and the Grit Scale were administered to 365 signing deaf or hard-of-hearing (DHH) Arts and Design students and 443 hearing university students in mainland China. CFA, MANOVA, hierarchical multiple regression analyses, and a multi-group analysis were executed for data analysis. DHH and hearing students with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher grit levels, with large effect sizes for the identified relationships. There were no differences in the relations for either group. The associations between thinking styles and grit may protect against psychological pressure and rehabilitation problems and enable university/school administrators, counselors, social workers, teachers, parents, and students to enhance the grit of students who are deaf or hard of hearing.

The role of grit in thinking styles and academic major satisfaction.

Satisfaction with one's academic major is critical to a university student's development. This study explores the interrelationships among thinking styles, grit, and academic major satisfaction in both deaf or hard-of-hearing (DHH) and hearing students, employing independent samples t-tests to compare the two groups, Pearson's correlation analysis to explore relationships among the variables, and mediation analysis to understand the mediating effect of grit on the relationship between thinking styles and academic major satisfaction. The results indicated significantly higher levels of grit and consistency of interest in DHH students than hearing students, with no significant differences in perseverance of effort. A strong correlation was found between thinking styles and both grit and academic major satisfaction, particularly in DHH students. Mediation analysis revealed that grit significantly mediated the relationship between thinking styles and academic major satisfaction, underscoring its role in enhancing students' academic experience. These findings contribute to the limited literature on DHH students' psychological attributes and the complex interplay of psychological constructs in academic major satisfaction, offering valuable insights for tailored educational strategies.

The resilience of parents of children with intellectual disabilities: An effort from self-regulation and career burnout.

BACKGROUND: Researchers have made great efforts to help parents of children with intellectual disabilities overcome the stress and burden. Learning to be resilient is one effective strategy. AIM: This study explores resilience among parents of children with intellectual disabilities and how career burnout and self-regulation relate to parents' resilience in mainland China. METHODS: The Burnout Scale, the Self-Regulation Scale and the Resilience Scale were administered to 324 parents of children with intellectual disabilities. RESULTS: Results showed that career burnout significantly negatively influenced resilience (ß = -0.269, p = 0.000), while self-regulation significantly positively influenced resilience (ß = 0.754, p = 0.000). In addition, self-regulation moderated the relationships between career burnout and resilience (ß = 0.176, p = 0.003). CONCLUSION: The findings offer valuable insights for enhancing the resilience of parents of children with intellectual disabilities.

Family quality of life of parents of children with intellectual disability: Do psychological stress and parental involvement matter?

Background: The psychological stress of parents and improving family quality of life (FQoL) are continuing concerns for families of children with intellectual disability. We need to identify further ways to reduce their stress and improve their FQoL in China. Method: Examine the interrelations between psychological stress, parental involvement, and FQoL for parents with intellectual disability in mainland China. 467 parents of children with intellectual disability completed instruments measuring variables. Structural equation modelling (SEM) was employed to examine the interrelations. Results: Psychological stress, directly and indirectly, influenced parental involvement in FQoL. Physical and mental response (PMR) and risk awareness (RA) had a positive direct effect on FQoL, and optimistic hope (OH) had a negative effect on FQoL. Conclusions: Psychological stress affects FQoL of parents with children with intellectual disability in complex ways. Policies should be developed to help parents with children with disability decrease stress and develop scientific parental involvement.

Corrigendum: What happened to parents' views of school success for autistic children during the COVID-19 pandemic?

[This corrects the article DOI: 10.3389/fpsyt.2023.1211041.].

What happened to parents' views of school success for autistic children during the COVID-19 pandemic?

Background: The educational views of parents with autistic children directly impacts their children's academic success. However, little research has been done on how the COVID-19 pandemic impacted parents' academic and social views. Aim: This study analyzes parents' views of school success for their autistic children in the context of the COVID-19 pandemic and examines the relationships among pandemic stress, parental involvement, and parents' views of school success for autistic children in mainland China. Methods: In this study, 713 parents of autistic children completed measures assessing their pandemic stress, parental involvement, and views of school success; linear regression and structural equation modeling were used to analyze the data. Results: Parents' views of school success were influenced by factors such as parents' level of education, household income, parents' gender, and children's age. The effects of pandemic stress on views of school success for parents of autistic children are complex: physical and mental reaction has a negative direct effect on views of school success, a positive indirect effect mediated by parental involvement, and a net positive effect; risk perception and concern has a negative indirect effect; and both the direct and indirect effects of pragmatic hopefulness are positive. Education policymakers and practitioners need to seriously and carefully assess these results' implications for modern, inclusive education.

Psychological Stress and Perceived School Success During COVID-19 Among Parents of Children Who Are Deaf or Hard of Hearing.

This study mainly explored psychological stress due to coronavirus disease 2019 (COVID-19) among parents of deaf and hard-of-hearing children and how it related to parents' views of school success in mainland China. The Psychological Stress Questionnaire and Views of Social and Academic Success were administered to 213 parents of deaf and hard-of-hearing children. Results showed that parents' and children's characteristics were related to psychological stress due to COVID-19, which significantly negatively predicted parents' views of school success. The contributions, limitations, and implications of the present research are discussed.

Psychological Stress and Parenting styles Predict Parental Involvement for Children with Intellectual Disabilities during the COVID-19.

We explored how psychological stress and parenting styles predicted parental involvement for children with intellectual disabilities during the COVID-19 pandemic by adminsitering the Psychological Stress Questionnaire, Parenting Style Index and Parental Involvement Scale to 995 parents of children with intellectual disabilities. Our results indicated that psychological stress significantly negatively predicted parental involvement. In addition, three dimension of parenting styles significantly positively predicted parental involvement, with the results of acceptance/involvement (ß ranging from 0.19 to 0.55, p < 0.001), strictness/supervision (ß ranging from 0.16 to 0.34, p < 0.05), and psychological autonomy (ß ranging from 0.23 to 0.28, p < 0.001). The present research's significance, limitations, and implications are also discussed.

Parents' pandemic stress, parental involvement, and family quality of life for children with autism.

Background: Research has shown that parents of children with autism spectrum disorder (ASD) suffered high levels of stress during the COVID-19 pandemic and faced poor family quality of life (FQOL). However, little is known about the inherent dynamic interaction between pandemic stress and FQOL, especially in the Chinese cultural context. Aims: This study provides preliminary evidence by examining the relationships among pandemic stress, parental involvement, and FQOL for children with autism in mainland China. Method: A total of 709 parents of children with autism completed measures of FQOL, parental involvement, and pandemic stress. Structural equation modeling was employed to examine the interrelations among these variables. Results: Pandemic stress has direct effect and indirect effect mediated by parental involvement on FQOL. Two dimensions of pandemic stress had a direct effect on FQOL (ß1 = 0.11; ß2 = -0.55) and three dimensions had an indirect effect on FQOL through parental involvement (ß1 = -0.097; ß2 = 0.257; ß3 = 0.114). Conclusion: Stress related to the COVID-19 pandemic affects family quality of life for children with autism in complex ways. Policies may be developed to enhance parental pragmatic hopefulness in the anti-epidemic victory and alleviate negative physical and mental reactions caused by the pandemic.

Psychological Stress and Perceived School Success Among Parents of Children with Developmental Disabilities During the COVID-19 Pandemic.

This study mainly explored psychological stress caused by the COVID-19 among parents in developmental disabilities and how it was related to parents' views of school success in mainland China. The Psychological Stress Questionnaire and Views of Social and Academic Success were administered to 1919 parents of children with developmental disabilities. Results showed that parent characteristics including gender, age, educational level, family income and job nature and children characteristics (i.e., disability types) were related to psychological stress caused by the COVID-19, and that psychological stress caused by the COVID-19 significantly negatively predicted parents' views of school success. The contributions, limitations, and implications of the present research are discussed.

Thinking styles and self-determination among university students who are deaf or hard of hearing and hearing university students.

This study explores how students' thinking styles are related to their self-determination. The Thinking Styles Inventory-Revised II and the American Institutes for Research (AIR) Self-Determination Scale were administered to 913 university students (480 who were deaf or hard-of-hearing and 433 hearing) in mainland China. Results showed that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of self-determination, while those with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels of self-determination. The contributions, limitations, and implications of this study are discussed.

Thinking Styles and Quality of University Life Among Deaf or Hard of Hearing and Hearing Students.

The authors explored how thinking styles relate to quality of university life among deaf or hard of hearing (DHH) and hearing university students in mainland China. The first of two studies affirmed the validity and reliability of a modified version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, & Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second investigated relationships between thinking styles and quality of university life; the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and modified QULM were administered to 542 students (256 DHH, 286 hearing). Students scoring higher on Type I styles (i.e., more creativity-generating, less structured, cognitively more complex) tended toward greater satisfaction with university life; those scoring higher on Type II (i.e., more norm-favoring, more structured, cognitively more simplistic) tended toward less satisfaction. Contributions, limitations, and implications of the research are discussed.

Thinking styles of university deaf or hard of hearing students and hearing students.

BACKGROUND AND AIMS: Although their university enrollment has increased dramatically over the past two decades, deaf or hard of hearing (DHH) students face great challenges and a tremendous environmental adjustment when entering a mainstream university. This study aims to facilitate DHH students' university success through exploring differences in thinking styles between DHH and hearing students from Art and Design academic disciplines in two universities in China. METHODS AND PROCEDURES: The Thinking Styles Inventory-Revised II (TSI-R2) and its accommodated version were administered to 286 hearing and 256 DHH students, respectively. A demographic sheet was administered to all 542 participants. OUTCOMES AND RESULTS: Results show that DHH students tended to score significantly lower on Type I thinking styles (legislative and global), Type II executive style, and Type III external style than hearing students. In addition, differences in Type I styles (liberal and hierarchical) and Type II executive style between DHH and hearing students were significantly influenced by institution. CONCLUSIONS AND IMPLICATIONS: The present research indicates that DHH and hearing students have significant differences in their thinking styles. This yields implications for the higher education of DHH students, and for deaf schools preparing DHH students for university entry.

Thinking Styles and University Self-Efficacy Among Deaf, Hard-of-Hearing, and Hearing Students.

This study explores how students' thinking styles are related to their university self-efficacy, by administering the Thinking Styles Inventory-Revised II and the University Self-Efficacy Scale to 366 deaf or hard-of-hearing (DHH) and 467 hearing university students in mainland China. Results showed that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of university self-efficacy. At the same time, DHH students with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels of university self-efficacy. The contributions, limitations, and implications of the present research are discussed.

Thinking style changes among deaf, hard-of-hearing, and hearing students.

This study explores how university students' thinking styles changed over a single academic year by twice administering the Thinking Styles Inventory-Revised II to 256 deaf or hard-of-hearing (DHH) students and 286 hearing students from art and design academic disciplines in China. Results showed that after having studied at the university for one academic year, hearing students showed increased use of Type I thinking styles (more creativity generated, less structured, and more complex) and less use of Type II thinking styles (more norm favoring, more structured, and more simplistic), whereas DHH students demonstrated increased use of both Type I and Type II thinking styles. Moreover, students' changes in thinking styles differed across university class levels. The contributions, limitations, and implications of the present research are discussed.

Validating the Thinking Styles Inventory-Revised II among Chinese university students with hearing impairment through test accommodations.

The present study pioneered in adopting test accommodations to validate the Thinking Styles Inventory-Revised II (TSI-R2; Sternberg, Wagner, & Zhang, 2007) among Chinese university students with hearing impairment. A series of three studies were conducted that drew their samples from the same two universities, in which accommodating test directions (N = 213), combining test directions with language accommodations from students' perspectives (N = 366), and integrating test directions with language accommodations from teachers' perspectives (N = 129) were used. The accommodated TSI-R2 generally indicated acceptable internal scale reliabilities and factorial validity for Chinese university students with hearing loss. Limitations in relation to the study participants are discussed, as well as test accommodations and the significance and implications of the study.