The Comparison of Temperament, Character, and Distraction between Deaf and Normal Students

Authors
masumeh shafiei 1
sajjad basharpoor 2
shirin ahmadi 2
hadees heidarirad 3
1 University of lorestan
2 University of Mohaghegh Ardabili
3 university ofmohaghagh
10.18869/acadpub.erj.3.33.61
Abstract
The main purpose of present study was to comparing of temperament character and distraction between students deaf and normal. This research was a causal-comparative study. The statistical population consisted of all students studying deaf and normal in the second half of 2014, the city was Gilan- Gharb (20 = N). Due to the limited population size were chosen as the deaf And 20 normal students are also given the demographic characteristics of age and sex matched groups of deaf and as a comparison group in the study. Data were collected by Temperament Character Inventory (TCI) and attention Control Scale (ACS) and analyzed by variance analysis (MANOVA). The results show that the mean scores for the deaf in distraction variables (P<0/01;F=7/05) And the components to avoid damage (P<0/001;F=37/71) and innovation (P<0/05;F=5/01) higher, but in self-directed components (P<0/001;F=9/26) and cooperation (P<0/001;18/97) was significantly lower than normal subjects. These results reveal that distraction deaf children are higher than normal and they also have properties different from ordinary people is the nature.
Keywords
Temperament and Character
distraction
deaf student
Alonso, P., Menchon, J.M., Jimenez, S., Segalas, J., Mataix-Cols, D., Jaurrieta, N., et al. (2008). Personality dimensions in obsessive-compulsive disorder: Relation to clinical variables, Journal of Psychiatry Research, 157(1-3), 68-159.
Anmyr, L., Olsson, M., Larson, K., & Freijd, A. (2011). Children with hearing impairment—living with cochlear implants or hearing aids. Internationa Journal of Pediatric Otorhinolaryngology, 75(6), 844–849.
Batten, C., & Oakes, P. M. (2013). Factors Associated With Social Interactions Between Deaf Children and Their Hearing Peers: A Systematic Literature Review. Journal of Deaf Studies and Deaf Education, 14(3), 285-302.
Caspi, A., Henry, B., McGee, R.O., Moffitt, T, e., Sliva, P, A. (1995). Temperamental origins of child and adolescent behavior problems: from age three to age fifteen. Child Development, 66(1), 55-68.
Cloninger, C.R., Svrakic, D.M. (1994). Diffrentiating normal and deviant Personality by the seven factor Personality model. In Struck, S. Lorr. New York; Springer (Eds), M. publishing Co, 12(1), 3-18.
Cloninger, C.R., Svrakic, D.M. (1992). Personality dimensions as conceptualframework for explaining variations in normal, neurotic andpersonality disordered behavior. In Handbook of Anxiety, Vol 5. Edited by Burrows GD, Noyes R, Roth M. Netherlands. Elsevier, 79-104.
Daza, M.T., Silver, J.P. (2013). Develapment of attention networks in deaf children, support for the integrative hypothesis. Research in Developmental Disabilities, 34(9), 3661-2668.
Dey, W.G., Hauser, P.T.(2014). Sustained attention, selective attention and cognitive control in deaf and hearing children. Hearing Research, 309 (3), 94-109.
Derryberry, D., Reed, M. A. (2002). Anxiety-related attentional biases and their regulation by attentional control. Journal of AbnormalPsychology, 111 (2), 225-236.
Fergus, T. A., Bardeen, J. R., Orcutt, H. K. (2012). Attentional control moderates the relationship between activation of the cognitive attentional syndrome and symptoms of psychopathology. Personality and Individual Differences, 53 (3), 213-217.
Fojiki, M., Brinton, B. (2009). Social skills of children with specific language impairment. Brigham Young University, Provo, U, T.
Hasuer, P.C., Dye, M.W. (2014). Sustained attention, selective attention and cognitive control in deaf and hearing children. Hearing Research, 309 (2), 94-102.
Kvam, M.H., Loeb, M., Tambs, K. (2007). Mental healthin deaf adults: symptoms of anxiety anddepression among hearing and deafindividuals. Journal of Deaf Studies and Deaf Education. 12 (1), 1-7.
Papadopoulos, K., Metsiou, K., Agaliotis, I. (2011). Adaptive behavior of children and adolescents with visual impairments. Research in Developmental Disabilities, 32 (3), 1086- 1096.
Prior, M., Bavin, E., Cini, E., Eadie, P. (2011). Relationships between language impairment, temperament, behavioural adjustment and maternal factors in a community sample of preschool children. Journal of Language Communication Disorders, 46(4), 489–494.
Rettew, D. C., stanger. C., Mckee. L., Doyle. A., Hudziak. J. J. (2006). Inrtactions between child and parent temperament and child behavior problems. comprehensive psychiatry, 47 (5), 412-42.
Swanson, J., Wigal, T. (2008). Self-perceptions of competence in children with ADHD and comparison children. Journal of Consulting and Clinical Psychology, 72(5), 382-391.
Watt, D.J., Vodanovich, S.J. (1999). Boredom proneness and psychological development. Journal of Psychology, 133(3), 303-14.
Yazdkhasti, F., Harizuka, S. (2006). The effects of temperament and perceived maternal rejection and childhood anxiety and behavior problems. School Psychology International, 27 (1), 105-128.
Ya-qin, X., Li, X. (2007). Characters of temperament and behavior of hearing loss children. Journal of Child Health Care, 25 (1), 112-151.
Yeger, E.B., Daher, SH.H. (2013). Comparing participation in out of school activities between children with visual impairments, children with hearing impairments and typical peers. Research in Developmental Disabilities, 34 (10), 3124–3132.
Yuchen, M., Tudi, J., Chaohe, H., Lioing, S., Shang, D., binhu, H., huaz, H. (2011). Gebetic Mutations in non syndromic deafness Patients of Uyghur and Han Chinese Ethnicities in Xinjiang China: A Comparativiue study Journal Of Translationnal Medicin, 9, 154.
Educational Research
Volume 3, Issue 33 - Serial Number 5
February 2017
Pages 63-77