Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf

This study examines the relationship between mothers’ attitude,communication competence, parenting styles and self-esteem among deaf children who are currently enrolled in Iranian high schools for the deaf. Previous studies among deaf children have explored into factors such as types of education, p...

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Main Author:	Sardar, Effat Hamed
Format:	Thesis
Language:	English
Published:	2012
Subjects:	Mother and child - Iran Deaf children - Means of communication - Iran Parenting - Iran
Online Access:	http://psasir.upm.edu.my/id/eprint/31640/1/FPP%202012%207R.pdf
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id	my-upm-ir.31640
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spelling	my-upm-ir.316402015-02-04T04:11:58Z Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf 2012-08 Sardar, Effat Hamed This study examines the relationship between mothers’ attitude,communication competence, parenting styles and self-esteem among deaf children who are currently enrolled in Iranian high schools for the deaf. Previous studies among deaf children have explored into factors such as types of education, parents’ role, deaf parents’ impact, the severity of deafness, age of onset, deaf child’s communication at home and kinds of hearing aid used (Crocker & Luhtanen, 2008). Other variables such as family’s attitude, communication competence,and parental treatment styles have not been systematically explored. It is also not clear which factor affect deaf children’s self-esteem.This survey was conducted at four deaf high schools in Mashhad, Iran. The sample consisted of 200 deaf children (100 boys and 100 girls) and 200 hearing mothers.Four inventories were used in the study: (1) Rosenberg Self-Esteem Scale (to measure children’s self-esteem), (2) Parental Attitudes towards Deafness Scale (to measure mother’s attitude), (3) Parental Acceptance, Neglect and Rejection Questionnaire (to measure parenting styles), and (4) Communication Competence Scale(to measure communication competence).The children answered three questionnaires:Rosenberg Self-Esteem Scale, Parental Acceptance, Neglect and Rejection Questionnaire and Communication Competence Scale; while the mothers responded to Parental Attitudes towards Deafness Scale and Communication Competence Scale. In addition, the researcher conducted in-depth interviews with four deaf children and their mothers. The results showed relationships between the mothers’ attitude and deaf children self-esteem (r=0.28, p<0.05). Moreover, A one way analysis of variance (ANOVA) indicated that that statistical significant differences were found among the deaf children’s self-esteem scores within the three groups (parental acceptance, neglect, rejection), [F (2,191) =61,257 p < 0.001]. There was comparison between the three types (Post hoc t-test) was significant. Also, there were a positive relationship between selfesteem and communication competence of deaf children (r=0.26, p<0.05). In addition, were found relationship between mothers’ communication competence and deaf children’s self-esteem (r=0.32, p<0.05). It was found that for both boys and girls, the level of selfesteem was higher for deaf children who were from high income of family [F (196, 4) =.3.01, p<0.05].No significant difference was found between genders in deaf children self-esteem [t (198) =.39. p>0.05). Finally mothers’ attitude, deaf children’s communication competence,and mothers’ communication competence were found to be predictive of self-esteem among deaf children. Understanding the source of deaf children’s self-esteem is important for it is the first step in developing self-esteem in deaf children. Helping professionals such as counselors and teachers should involve family members through counseling and coaching on how to manage their deaf children. The counselors can help hearing parents navigate through their feelings and reactions by acknowledging their feelings of disbelief, grief, guilt, and anger when there is a deaf child in the family. Mother and child - Iran Deaf children - Means of communication - Iran Parenting - Iran 2012-08 Thesis http://psasir.upm.edu.my/id/eprint/31640/ http://psasir.upm.edu.my/id/eprint/31640/1/FPP%202012%207R.pdf application/pdf en public phd doctoral Universiti Putra Malaysia Mother and child - Iran Deaf children - Means of communication - Iran Parenting - Iran Faculty of Educational Studies
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Mother and child - Iran Deaf children - Means of communication - Iran Parenting - Iran
spellingShingle	Mother and child - Iran Deaf children - Means of communication - Iran Parenting - Iran Sardar, Effat Hamed Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf
description	This study examines the relationship between mothers’ attitude,communication competence, parenting styles and self-esteem among deaf children who are currently enrolled in Iranian high schools for the deaf. Previous studies among deaf children have explored into factors such as types of education, parents’ role, deaf parents’ impact, the severity of deafness, age of onset, deaf child’s communication at home and kinds of hearing aid used (Crocker & Luhtanen, 2008). Other variables such as family’s attitude, communication competence,and parental treatment styles have not been systematically explored. It is also not clear which factor affect deaf children’s self-esteem.This survey was conducted at four deaf high schools in Mashhad, Iran. The sample consisted of 200 deaf children (100 boys and 100 girls) and 200 hearing mothers.Four inventories were used in the study: (1) Rosenberg Self-Esteem Scale (to measure children’s self-esteem), (2) Parental Attitudes towards Deafness Scale (to measure mother’s attitude), (3) Parental Acceptance, Neglect and Rejection Questionnaire (to measure parenting styles), and (4) Communication Competence Scale(to measure communication competence).The children answered three questionnaires:Rosenberg Self-Esteem Scale, Parental Acceptance, Neglect and Rejection Questionnaire and Communication Competence Scale; while the mothers responded to Parental Attitudes towards Deafness Scale and Communication Competence Scale. In addition, the researcher conducted in-depth interviews with four deaf children and their mothers. The results showed relationships between the mothers’ attitude and deaf children self-esteem (r=0.28, p<0.05). Moreover, A one way analysis of variance (ANOVA) indicated that that statistical significant differences were found among the deaf children’s self-esteem scores within the three groups (parental acceptance, neglect, rejection), [F (2,191) =61,257 p < 0.001]. There was comparison between the three types (Post hoc t-test) was significant. Also, there were a positive relationship between selfesteem and communication competence of deaf children (r=0.26, p<0.05). In addition, were found relationship between mothers’ communication competence and deaf children’s self-esteem (r=0.32, p<0.05). It was found that for both boys and girls, the level of selfesteem was higher for deaf children who were from high income of family [F (196, 4) =.3.01, p<0.05].No significant difference was found between genders in deaf children self-esteem [t (198) =.39. p>0.05). Finally mothers’ attitude, deaf children’s communication competence,and mothers’ communication competence were found to be predictive of self-esteem among deaf children. Understanding the source of deaf children’s self-esteem is important for it is the first step in developing self-esteem in deaf children. Helping professionals such as counselors and teachers should involve family members through counseling and coaching on how to manage their deaf children. The counselors can help hearing parents navigate through their feelings and reactions by acknowledging their feelings of disbelief, grief, guilt, and anger when there is a deaf child in the family.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Sardar, Effat Hamed
author_facet	Sardar, Effat Hamed
author_sort	Sardar, Effat Hamed
title	Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf
title_short	Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf
title_full	Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf
title_fullStr	Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf
title_full_unstemmed	Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf
title_sort	relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in iran high schools for the deaf
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Educational Studies
publishDate	2012
url	http://psasir.upm.edu.my/id/eprint/31640/1/FPP%202012%207R.pdf
_version_	1747811621837733888

Relationships between mother's attitude, parenting style, communication competence, and maternal treatment style with deaf children's self-esteem in Iran high schools for the deaf

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