Abstract
This paper explores the relationship between emotional intelligence and psychological well-being among hearing-impaired students. Emotional intelligence consists of five dimensions namely intrapersonal, interpersonal, adaptability, stress management and general mood. A total of 130 hearing-impaired students were chosen as participants via simple random sampling at four polytechnics in Malaysia. The Bar-On Emotional Quotient: Short (EQ-i: S) and Ryff‘s Psychological Well-Being instruments were utilised to measure emotional intelligence and psychological well-being. It was found that in general, hearing impaired students have moderate emotional intelligence level and psychological well-being. Results also found that intrapersonal, interpersonal and adaptability dimensions correlated significantly with psychological well-being. No correlations were found between stress management and general mood dimensions with psychological well-being. Though limited by their ability to speak and to hear, emotional intelligence among hearing-impaired students does play a role in enhancing their individual capability to learn and to experience positive psychological well-being in life.
Highlights
World Health Organisation (WHO) has estimated that there are 328 million hearing-impaired adults in the world [1]
This paper explores the level of emotional intelligence and psychological well-being among hearing impaired students as well as examining the relationship between dimensions of emotional intelligence and psychological well-being
The study utilised a quantitative approach via crosssectional survey by distributing questionnaires to hearing-impaired students from four polytechnics in Peninsular Malaysia
Summary
World Health Organisation (WHO) has estimated that there are 328 million hearing-impaired adults in the world [1]. In Malaysia, 53,357 people with disability (hearing-impaired) have registered with the Department of Social Welfare. Only 1 percent of the overall total of people registered has acquired education and continues their study in educational institutions that provide special education in Malaysia including polytechnics. The special education to develop this particular group into individual with emotional and psychological stability could not be delivered effectively. Parents fear and anxiety of permitting their children to enrol in this special program hinders this group from improving their quality of life [3]. According to [4], hearing impairment is significantly associated with cognitive development, social and emotional aspect of an individual
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