Academic resilience in deaf and hard of hearing students

Abstract

Uvod: Postizanje akademskog uspeha zavisi od raznih spoljašnjih i unutrašnjih faktora. U spoljašnje faktore ubrajamo porodicu, školu i društvenu sredinu, dok u unutrašnje ubrajamo različite individualne faktore, zdravstveno stanje, motivaciju učenika i slično. Jedan od značajnih individualnih faktora je i „akademska rezilijentnost”, termin koji je novijeg datuma, ali je ipak sve prisutniji u inostranim studijama u kojima se analiziraju faktori koji utiču na školski uspeh. Akademska rezilijentnost se definiše kao sposobnost pojedinca da se suoči i uspešno izbori sa akademskim stresom, kao što su nazadovanje u školskom uspehu ili pritisak u školskom okruženju. Uopšteno, rezilijentnost je definisana kao sposobnost adaptacije pojedinca na stresne situacije uprkos otežanim ili negativnim okolnostima. Cilj: Cilj istraživanja je bio da se utvrdi doprinos individualnih faktora (uzrast, pol, stepen oštećenja sluha, tip amplifikacije, način komunikacije i školski uspeh) gluvih i nagluvih učenika nivou akademske rezilijentnosti gluvih i nagluvih učenika srednje škole. Metod: U istraživanju je korišćena akademska skala rezilijentnosti (The Acedemic Resilience Scale ARS-30). Istraživanjem je obuhvaćeno 45 gluvih i nagluvih učenika oba pola, očuvanih intelektualnih sposobnosti, uzrasta od 15 do 19 godina. Ispitivanje učenika je obavljeno individualno u učionici. Svakom učeniku su data precizna uputstva, u zavisnosti od dominatnog modela komunikacije, usmeno ili na znakovnom jeziku. Objašnjeno im je da se od njih očekuje da samostalno pročitaju svaku od tvrdnji i da zaokruže odgovor sa kojim se u najvećoj meri slažu, a ispitivač je bio tu da daje dodatna objašnjenja, ukoliko bude potrebno. Rezultati: Rezultati istraživanja su pokazali da uzrast (F=3,24; df=4; p=0,022; η2=0,24), pol (t=-2,22; df=43; p=0,032) i stepen oštećenja sluha (F=3,91; df=4; p=0,018; η2=0,25) u značajnoj meri doprinose ostvarenom nivou akademske rezilijentnosti gluvih i nagluvih učenika, za razliku od tipa amplifikacije. Zaključak: Na osnovu dobijenih rezultata možemo zaključiti da razlike u nivou akademske rezilijentnosti gluvih i nagluvih učenika postoje u odnosu na uzrast, pol i stepen oštećenja sluha.

Introduction: Achieving academic success depends on various external and internal factors. External factors include family, school and social environment, while internal factors include various individual factors, health status, student motivation and the like. One of the important individual factors is “academic resilience”, a term that is more recent but is still increasingly present in foreign studies which analyze the factors that affect school success. Academic resilience is defined as the ability of an individual to face and successfully cope with stress, setbacks in school success or pressure in the school environment. In general, resilience is defined as the ability of an individual to adapt to stressful situations despite difficult or negative circumstances. Aim: The aim of the research was to determine the contribution of individual factors (age, gender, degree of hearing impairment, type of amplification, way of communication and school success) of deaf and hard of hearing students to the level of academic resilience of deaf and hard of hearing high school students. Method: The Academic Resilience Scale ARS-30 was used in this research. The research included 45 deaf and hard of hearing students of both genders, with preserved intellectual abilities, aged 15 to 19. The students were examined individually in the classroom. Each student was given precise instructions, depending on the dominant model of communication, orally or in sign language. It was explained to them that they were expected to read each of the statements on their own and to circle the answer with which they most agreed, and the examiner was there to give additional explanations, if necessary. Results: The results showed that age (F=3.24; df=4; p=.022; η2=.24), gender (t=-2.22; df=43; p=.032) and the degree of hearing impairment (F=3.91; df=4; p=.018; η2=.25) significantly contributed to the achieved level of academic resilience of deaf and hard of hearing students, in contrast to the type of amplification. Conclusion: Based on the obtained results, we can conclude that differences in the level of academic resilience of deaf and hard of hearing students exist in relation to age, gender and the degree of hearing impairment.