Antecedents of self-esteem in deaf people: A meta-analytic review.

Bat-Chava, Yael

doi:10.1037/h0080303

Cited by 86 publications

(23 citation statements)

References 17 publications

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“…For example, making friends can be harder for HI children and they are also more neglected and less accepted by NH peers [16], [47]–[50]. The communication barrier between HI and NH children can function as an obstacle for successful interpersonal relationships and may hamper these children in developing solid social networks [51], [52]. This process may pave the way for social isolation and loneliness, with consequences for the child's self-esteem [53], [54].…”

Section: Discussionmentioning

confidence: 99%

Self-Esteem in Hearing-Impaired Children: The Influence of Communication, Education, and Audiological Characteristics

et al. 2014

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ObjectiveSufficient self-esteem is extremely important for psychosocial functioning. It is hypothesized that hearing-impaired (HI) children have lower levels of self-esteem, because, among other things, they frequently experience lower language and communication skills. Therefore, the aim of this study was to compare HI children's self-esteem across different domains with those of normal hearing (NH) children and to investigate the influence of communication, type of education, and audiological characteristics.MethodsThis large (N = 252) retrospective, multicenter study consisted of two age- and gender-matched groups: 123 HI children and 129 NH controls (mean age = 11.8 years). Self-reports were used to measure self-esteem across four domains: perceived social acceptance by peers, perceived parental attention, perceived physical appearance, and global self-esteem.ResultsHI children experienced lower levels of self-esteem regarding peers and parents than NH controls. Particularly HI children who attended special education for the deaf were at risk, even after correcting for their language development and intelligence. Yet, levels of global self-esteem and self-esteem involving physical appearance in HI children equalled those of NH controls. Furthermore, younger age at implantation and longer duration of having cochlear implants (CIs) were related to higher levels of self-esteem.ConclusionHI children experience lower levels of self-esteem in the social domains. Yet, due to the heterogeneity of the HI population, there is high variability in levels of self-esteem.DiscussionClinicians must always be aware of the risk and protective factors related to self-esteem in order to help individual patients reach their full potential.

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Section: Discussionmentioning

confidence: 99%

Self-Esteem in Hearing-Impaired Children: The Influence of Communication, Education, and Audiological Characteristics

et al. 2014

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“…Although the processes accounting for these relations were not examined in the current study, there are several plausible explanations for this relation. It may be that parent ethnic identity leads to the use of certain cultural socialization practices (Hughes, 2003) that lead to greater child ethnic identity (Bernal et al, 1990; Phinney et al, 2001), resulting in better child functioning (Bat-Chava, Pahl, & Steen, 2005; Phinney & Kohatsu, 1997). For example, a focus on collectivism, with its emphasis on interdependence, may promote children’s socioemotional competencies in the school setting (Triandis, 1995).…”

Section: Discussionmentioning

confidence: 99%

Parent cultural adaptation and child functioning in culturally diverse, urban families of preschoolers

Calzada¹,

Brotman²,

Huang³

et al. 2009

Journal of Applied Developmental Psychology

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Parent cultural adaptation and preschool behavioral and socioemotional functioning were examined in a community sample of urban families from diverse cultural backgrounds. Participants were 130 families of children (mean age = 4.1 years) attending eight public Pre-Kindergarten programs in urban communities. Parents completed a measure of cultural adaptation that taps into acculturation and enculturation, and teachers reported on children’s externalizing problems, internalizing problems and adaptive behavior in the classroom. Parents’ ethnic identity was a significant predictor of children’s functioning. The retention of parents’ culture of origin and specific aspects of acculturation are related to positive outcomes in a sample of culturally diverse families of preschoolers living in urban communities. Bicultural parents (those with high ethnic and US American identity) had children with lower levels of internalizing problems and higher levels of adaptive behavior relative to parents who were not bicultural. Implications for enhancing positive child outcomes through the promotion of parental ethnic identity are discussed.

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“…Comparisons of self-esteem by auditory status reveal conflicting results. Some studies report lower self-esteem in children with hearing loss (Bat-Chava, 1993; Bat-Chava & Deignan, 2001; Huber, 2005; Tambs, 2004; Weisel & Kamara, 2005) Others indicate equivalent esteem ratings across auditory status (Percy-Smith et al., 2008; Sahli & Belgin, 2006). Still others reveal more positive self-esteem in children with hearing loss versus hearing peers (Cates, 1991; Kluwin, 1999; Koelle & Convey, 1982).…”

Section: Introductionmentioning

confidence: 99%

Self-Esteem in Children and Adolescents With Hearing Loss

et al. 2015

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Children with hearing loss are at risk for lower self-esteem due to differences from hearing peers relative to communication skills, physical appearance, and social maturity. This study examines the influence of generic factors unrelated to hearing loss (e.g., age, gender, temperament) and specific factors associated with hearing loss (e.g., age at identification, communication skills) on how children with hearing loss wearing cochlear implants or hearing aids appraise self-esteem. Fifty children with hearing loss wearing cochlear implants or hearing aids participated (Mean age: 12.88 years; mean duration of device use: 3.43 years). Participants independently completed online questionnaires to assess communication skills, social engagement, self-esteem, and temperament. Children with hearing loss rated global self-esteem significantly more positively than hearing peers, t = 2.38, p = .02. Self-esteem ratings attained significant positive correlations with affiliation (r = .42, p = .002) and attention (r = .45, p = .001) temperaments and a significant negative association with depressive mood (r = − .60, p < .0001). No significant correlations emerged between self-esteem and demographic factors, communication skills, or social engagement. Because successful communication abilities do not always co-occur with excellent quality of life, clinicians and professionals working with children with hearing loss need to understand components contributing to self-esteem to improve identification, counseling, and external referrals for children in this population.

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Antecedents of self-esteem in deaf people: A meta-analytic review.

Cited by 86 publications

References 17 publications

Self-Esteem in Hearing-Impaired Children: The Influence of Communication, Education, and Audiological Characteristics

Self-Esteem in Hearing-Impaired Children: The Influence of Communication, Education, and Audiological Characteristics

Parent cultural adaptation and child functioning in culturally diverse, urban families of preschoolers

Self-Esteem in Children and Adolescents With Hearing Loss

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