Abstract
ABSTRACTThis study explores how conceptions of learning relate to quality of university life among deaf or hard-of-hearing (DHH) and hearing university students in mainland China. The Conceptions of Learning Inventory III and the Quality of University Life Measure were administered to 200 DHH and 240 hearing students. Results showed that deep-level conceptions of learning (learning as duty) significantly and positively predicted quality of university life among DHH and hearing students, while surface-level conceptions of learning (learning as gaining information) significantly negatively predicted quality of university life among DHH students. The significance, limitations, and implications of the present research for university administrators, teachers, and students are discussed.
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