EMOTIONAL INTELLIGENCE,

SELF-CONCEPT AND
PARENTING STRESS AMONG
HEARING IMPAIRED
CHILDREN

PI :
Dr. Lata Pujar
Professor and Head
Dept. of Human Development
and Family Studies
College of CSc, UAS, Dharwad
 Introduction
 Hearing is one of the most important sensory ability that increases
the adaptation of human with their environment.
Nation-wide disability surveys have estimated that hearing
loss as the second most common cause of disability. According to
the WHO (2011) there are approximately 360 million people
with hearing impairment and out of them, 32 million are deaf
children.
Hearing is considered as a basic component to succeed in
any communication. So communication allows to achieve the
highest degrees of emotional intelligence represented by social
efficiency, emotional knowledge, emotion regulation, and
empathy while the people with hearing impairment do not
have the same opportunity to communicate with others for
their hearing loss and so they have limited emotional growth
and an introverted personality accompanied by low self-esteem.
 Parenting stress is a normal part of the parenting experience. It arises
when parenting demands exceed the expected and actual resources available
to the parents that permit them to succeed in the parent role. Parenting stress
makes optimal parenting more difficult and has negative consequences for
children’s development. Children with a hearing loss and their families
have high parental stress levels are usually associated with increased
child behavior problems.

Successful coping of stress on the mother's part has a significant

influence on child development. The more successful the mothers were in
acquiring helpful strategies for coping with their deaf child, the better
developed the children's emotional sensitivity, reading competence, and
problem-solving behavior. The children also exhibited less impulsive
behavior, higher cognitive flexibility, and better social competence.

Parents attitude to parenting was the best indicator of the quality of

self-concept: rejection, cosseting, and over protectiveness had a negative
correlation to the child's self-concept, whereas acceptance and parental
discipline in the child's upbringing had positive correlations.
Objectives:
1. To assess the emotional intelligence, self concept and
parenting stress of hearing impaired children
2. To study the influence of selected variables on emotional
intelligence, self concept and parenting stress among
hearing impaired children.
3. To know about the facilities provided by the Government
and its utilization by the hearing impaired children.
 MATERIAL AND METHODS
Research design

A correlation research design was used to study the relationship between

independent variable with emotional intelligence, self-concept and
parenting stress among hearing impaired children.

Sample Selection

• The sample for study consisted of hearing impaired children who were
studying in Deaf and Dumb schools from Sirsi, Belagavi and Dharwad.
• Children studying in 8th, 9th, and 10th standard (Both male & female)
from Government and Aided schools were selected.
 Deaf & Dumb school

School = I School = II School = III

(Sirsi) (Belagavi) (Dharwad)

8th, 9th & 10th 8th, 9th & 10th 8th, 9th & 10th

Boys =24 Girls= 16 Boys=12 Girls = 20 Boys =8 Girls =4

Hearing Impaired children , N=84

 Tools Used for the Study
1. Baron Emotional Quotient Inventory (Baron and Parker, 2000)

• 60 items for the age group7 – 18 yrs. Category Scores Range

•Rated on 4 point scale ranged from Low <90
seldom true of me to very often true of Moderate 90-110
me. High >110
• Raw scores were convert in to scaled
score & categorized.

2. Self-Concept Scale (Viaga , 2016)

•30 items self reported items. Category Range of Scores

•Rated on 6 point with answers of Low 30- 80
strongly disagree to strongly agree. Average 81 – 130
•Higher the score better will be the self
concept High 131 - 181
3. Parenting Stress Index- Short Form (PSI-SF) (Abidin 1995)

Parenting stress Range of

•Consists of 36 item. categories scores
•Rated on 5 point scale ranging from Low level < 55
strongly agree to strongly Normal 56-85
disagree.
High 86-90
•Higher the score indicate grater
Clinically >90
parenting stress.
significant

4. Socio Economic Status (Aggarwal et al., 2005) was used to assess

the socio-economic condition of the family.

5. Self Structured personal information schedule

Table 1: Distribution of demographic characteristics of hearing impaired children
Particulars Respondents ( %) N=84
Age(In Years)
13-14 29 (34.5) Results
15-16 33(39.3)
17-18 22 (26.2)
Gender
Male 44 (52.4)
Female 40 (47.6)
Ordinal position
First born 27(32.1)
Second born 32(38.1)
Later born 25(29.8)
Education Mother Father
Illiterate 38 (45.2) 30(35.7)
Primary 11 (13.1) 12(14.3)
Secondary 14 (16.7) 23(27.4)
PUC/Diploma 15(17.9) 17(20.2)
Graduation 6(7.2) 2(2.4)
Post-Graduation - -
Occupation
Service in central/ state/public undertaking 1(1.2) 6(9.2)
Service in private sector or independent business 1(1.2) 7(8.3)
Service at shops, home, own cultivation 3(3.6) 53(63.1)
Self employed with income >Rs 5000 1(1.2) - Cont..
Laborers<Rs 5000 income, housewives 79(94.0) 18(21.4)
Table 1.2: Distribution of hearing impaired children according to
familial characteristics

Type of family Respondents (N=84)

%
Nuclear 72(85.7)
Joint 12(14.3)
Family history of disability
Yes 21(25.0)
No 63(75.0)
Type of marriage
Consanguineous 35(41.7)
Non- Consanguineous 49(58.3)
Socio-Economic Status
Upper high -
High -
Upper middle 5 (5.9)
Lower middle 37 (44.04)
Poor 42 (50.0)
Very poor -
Mode of communication

7% 9%

Oral& sign
Sign language
84% Sign & written
 Hearing aid usage

80

70

60

50 78.6

40

30
21.4
20

10

0
Yes No
 Government facilities

100 100 100

60

Disability pension Supply of hearing School fees and Residential facility

aid uniform
Table 2: Comparison of emotional intelligence by Hearing loss

N=84

Levels of emotional intelligence Mean t-test

Hearing loss ²
Low Moderate Total (SD)
Severe 24(38.9) 7(36.4) 31(36.9) 82.35 (10.74)
0.039NS 0.44
Profound 42(61.1) 11(63.6) 53(63.1) 83.43 (10.74)
Total 66(78.6) 18(21.4) 84(100)

Figure in parenthesis indicates percentages

NS-Non Significant
 Table 3: Distribution of hearing impaired children by gender
and hearing loss
N=84

Levels of emotional intelligence

Hearing loss Gender
Low Moderate Total
Male 10 (76.9) 3 (23.1) 13 (100.0)
Severe Female 13 (72.2) 5 (27.8) 18 (100.0)
Total 23(74.2) 8 (25.8) 31 (100.0)
Male 25 (80.6) 6 (19.4) 31 (100.0)
Profound Female 18 (81.8) 4 (18.2) 22 (100.0)
Total 43 (81.1) 10 (18.9) 53 (100.0)

Figure in parenthesis indicates percentages

NS-Non Significant
Table4: Distribution of hearing impaired children by dimensions of emotional intelligence
N=84
Severe Profound Total
Sl. No Dimensions Levels Frequency Frequency Frequency
(%) (%) (%)
1. Intrapersonal Low 4 (12.9) 10 (18.9) 14 (16.66)
Moderate 22 (71.0) 38 (71.7) 60 (78.57)
High 5 (16.1) 5 (9.4) 10 (11.90)
2. Interpersonal Low 18 (58.1) 27 (50.9) 45 (53.57)
Moderate 12 (38.7) 25 (47.2) 37 (44.04)
High 1 (3.2) 1 (1.9) 2 (2.38)
3. Stress Low 15 (48.4) 28 (52.8) 43 (51.19)
management Moderate 15 (48.4) 25 (47.2) 40 (47.61)
High 1 (3.2) - 1 (1.19)
4. Adaptability Low 26 (83.9) 44 (83.0) 70 (83.33)
Moderate 5 (16.1) 9 (17.0) 14 (16.66)
High - - -
Low 7 (36.4) 42 (61.1) 49 (58.33)
5.
Total EQ Moderate 24(38.9) 11 (63.6) 35 (41.66)
High - - -
Table 5 : Influence of age on emotional intelligence of hearing
impaired children.

N=84

Levels of emotional intelligence

Age ² Mean ±SD F
Low Moderate Total
13 – 14 19(65.6) 10(34.5) 29 (100) 83.48 ± 8.03
15- 16 30(90.0) 3(9.1) 33 (100) 5.94* 80.93±11.38 1.29NS
17-18 17(77.3) 5 (22.7) 22 (100) 83.03±10.63

Figure in parenthesis indicates percentages

NS-Non Significant
*- Significant
. Table 6 : Influence of gender on emotional intelligence of
hearing impaired children
N=84

Levels of emotional
Gender intelligence ² Mean ±SD t-value
Low Moderate Total
Male
35(79.5) 9(20.5) 44 (100) 84.13±10.0
0.05NS 0.98NS
Female 31(77.5) 9(22.5) 40 (100) 81.82±11.41

Figure in parenthesis indicates percentages

NS-Non Significant
Table 7 : Influence of ordinal position on emotional intelligence of
hearing impaired children.

N=84

Ordinal Levels of emotional intelligence

² Mean ±SD F
position Low Moderate Total

First born 18(64.3) 10(35.7) 28 (100) 86.92±12.06

Second born 24(77.4) 7(22.6) 31 (100) 7.92* 84.80 ±9.33 8.18*

Later born 24(96.0) 1(4.0) 25 (100) 76.48±7.50

Figure in parenthesis indicates percentages

*Significant at 5 per cent level
Table 8 : Influence of socio-economic status (SES) on emotional
intelligence of hearing impaired children .
N=84
Levels of emotional
intelligence t-
SES ² Mean ±SD
Low Moderate Total value

Poor
36(76.6) 11(23.4) 47 (100) 86.0±9.85
0.25NS 2.99*
Middle
30(81.1) 7(18.91) 37 (100) 72.27±10.65

Figure in parenthesis indicates percentages

NS-Non Significant
*Significant at 5 per cent level
 Table 9: Distribution and comparison of self-concept by hearing loss N=84
Hearing Self - concept Modified Mean
t-test
loss Low Moderate High Total ² (SD)
Severe 4(12.9) 25(80.6) 2(6.5) 31(36.9) 100.04±1
9.1 1.68N
Profound 15(28.3) 36(67.9) 2(3.8) 53(63.1) 2.78NS S
96.9±19.4
Total 19(22.6) 61(72.6) 4(4.8) 84(100)
Table 10: Distribution of hearing impaired children by gender and hearing loss

Levels of self-concept
Hearing loss Gender
Low Average Total
Male 3 (23.07) 10 (76.9) 13 (100.0)
Severe Female 3 (16.6) 15 (83.3) 18 (100.0)
Total 6 (19.3) 25 (80.6) 31 (100.0)
Male 13 (41.93) 18 (58.1) 31 (100.0)
Profound Female 4 (18.18) 18 (81.8) 22 (100.0)
Total 17 (32.07) 36 (67.91) 53 (100.0)
 Table 11: Influence of age on self-concept of hearing
impaired children.
N=84

Levels of self-concept
Age ² Mean ±SD F
Low Moderate Total

13 – 14 11(37.9) 18(62.1) 29 (100) 95.03±18.93

15- 16 10(30.3) 23(69.7) 33 (100) 5.46* 100.02±19.89 1.44*

17-18 2(9.1) 20(90.9) 22 (100) 98.90±18.33

Figure in parenthesis indicates percentages

* Significant at 5 percent level
 Table 12: Influence of gender on self-concept of hearing
impaired children.

N=84

Levels of self-concept t-
Gender ² Mean ±SD
Low Moderate Total value
Male 16 (36.4) 28(63.6) 44 (100) 94.86±18.64
3.75* 2.16*
Female 7 (17.5) 33(82.5) 40 (100) 103.35±17.12

Figure in parenthesis indicates percentages

* Significant at 5 percent level
Table 13 : Influence of ordinal position on self-concept of
hearing impaired children.

N=84

Ordinal Levels of self-concept

² Mean ±SD F
position Low Moderate Total

First born 8(28.6) 20(71.4) 28 (100) 96.85±20.51

Second born 10(32.3) 21(67.7) 31 (100) 1.07NS 100.0±17.58 0.25NS
Later born 5 (20.5) 20 (80.0) 25 (100) 98.90±18.33

Figure in parenthesis indicates percentages

*Significant at 5 per cent level
 Table 14 : Influence of socio-economic status (SES) on self-concept of
hearing impaired children.

N=84

SES Levels of self-concept

² Mean ±SD t-value
Low Moderate Total

Poor 16(34.0) 31(66.0) 47 (100) 86.0±9.85

2.38NS 2.98*
Middle 7 (18.9) 30(81.1) 37 (100) 79.27±10.65

Figure in parenthesis indicates percentages

NS-Non Significant
Table 15 : Distribution of parental stress among hearing impaired children
N=32
Parenting stress Frequency (%)

Low level of stress -

Normal level of stress 18 (56.2)
High level of stress 14 (43.8)
Clinically significant -
N=32
Table 16: Influence of child gender on parental stress of hearing
impaired children.

Levels of parenting stress

Gender ² Mean ±SD t-value
Normal High Total
Male 12 (57.1) 9 (42.9) 21 (100) 91.95 ± 20.92
0.02NS 0.18NS
Female 6 (54.5) 5 (45.5) 11 (100) 93.36 ± 22.05

Figure in parenthesis indicates percentages

NS-Non Significant
Table 17: Influence of child age on parental stress of hearing
impaired children

N=30

Levels of parenting stress

Age ² Mean ±SD F
Normal High Total
13 – 14 3 (50.0) 3(50.0) 6 (100) 85.16±12.59
NS 2.08NS
15- 16 8(50.0) 8(50.0) 16 (100) 1.11 99.81±25.01

17-18 7 (70.0) 3 (30.0) 10 (100) 85.99±14.58

Figure in parenthesis indicates percentages

NS-Non Significant
Table 18: Influence of child's ordinal position on parental stress
of hearing impaired children

Ordinal Levels of parenting stress

² Mean ±SD F
position Normal High Total
First
- 6(100) 6(100) 100.07±19.38
born
Second
4(50.0) 4(50.0) 8 (100) 11.23* 96.87±23.92 2.84NS
born
Later
14 (77.85) 4 (22.2) 18(100) 92.43±21.12
born

Figure in parenthesis indicates percentages

NS-Non Significant
* Significant
Table 19: Influence of SES on parental stress of hearing
impaired children

N=30
Levels of parenting stress
SES ² Mean ±SD t-value
Normal High Total
Poor
5 (55.6) 4 (44.4) 9 (100) 95.55±23.4

Middle 23 (100) 0.02NS 0.516NS

13 (56.5) 10 (43.5) 91.21±21

Figure in parenthesis indicates percentages

NS-Non Significant
 Table 20: Relationship of age, SES, ordinal position with self-
concept emotional intelligence and parenting stress among
hearing impaired children.

Emotional Self - Parenting

intelligence concept stress
Age 0.097 0.37** - 0.06
SES 0.429** 0.11 - 0.032
Ordinal
- 0. 38** - 0.14 -0.41*
position
Self - concept 0.37** 1 0.25
Emotional 0.37**
1 - 0.27
intelligence

NS-Non Significant
** Significant at 1 per cent level
 Conclusion

Majority of children belong to profound to hearing loss and use sign

language as mode of communication.
All the children are availing disability pension, free education and
food & accommodation facility by Govt.
Majority of hearing impaired children had low emotional intelligence
and moderate level of self concept.
Majority of hearing impaired children had low interpersonal
communication, stress management, and adaptability in the dimension
emotional intelligence.
There was significant association and difference between age,
ordinal position and SES with emotional intelligence.
There was significant association and difference between age,
gender with self concept of hearing impaired children.
Parents of hearing impaired children had both high and normal
level of stress and there was no association and difference of child
gender, SES with parental stress.
There was significant positive relationship was found between
emotional intelligence and self-concept.
There was significant positive relationship was found between
emotional intelligence with SES and self-concept with age
respectively.
 Recommendations
•The necessity to encourage people with sensory disabilities to
take part in well-prepared activities and programs (drawing,
acting, music & extra curricular activities) that allow them to
express their emotions freely.

• The necessity to support the role of the families and centers

and help them to take their responsibility for the care of the
people with sensory impairment to enable them feel secure
and have psychological satisfaction so as to get to higher
levels of emotional intelligence.