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@article{ART002007502},
author={Choi, Sung Kyu and 이정우 and Kim, Eunjung and 윤지원},
title={The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2015},
volume={16},
number={2},
pages={365-389}

TY - JOUR
AU - Choi, Sung Kyu
AU - 이정우
AU - Kim, Eunjung
AU - 윤지원
TI - The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students
JO - Journal of Special Education: Theory and Practice
PY - 2015
VL - 16
IS - 2
PB - Research Institute of the Korea Special Education
SP - 365
EP - 389
SN - 1598-060X
AB - This study was to analyze the structural relationships between friendships of school age and identity of hearing impaired college students. The 240 hearing impaired college students were participated for this study. The SPSS 20.0 and AMOS 19.0 were utilized for this study. The results of this study were that: (a) the identity of the hearing impaired college students was not related with school environment and hearing friends of school age, however the hearing impaired friends of elementary, middle, and high school was an explanation structure with identity; (b) the reception in disability was not an explanation structure, but the factors of deaf identity and deaf culture were explained by hearing impaired friends. Especially the level of middle school was important age to influence the identity of hearing impaired students; and (c) the degree of reception in disability was indicated with positive relationships to the factors of deaf identity and deaf culture, however the self esteem, role identification, and intimacy factors were related with indirect influences instead of hearing impaired friends. This study was also discussed the importance of the identity of the hearing impaired students.
KW - special education;hearing impaired students;hearing impaired college students;friendships;identity;structural relationship
DO -
UR -
ER -

Choi, Sung Kyu, 이정우, Kim, Eunjung and 윤지원. (2015). The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students. Journal of Special Education: Theory and Practice, 16(2), 365-389.

Choi, Sung Kyu, 이정우, Kim, Eunjung and 윤지원. 2015, "The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students", Journal of Special Education: Theory and Practice, vol.16, no.2 pp.365-389.

Choi, Sung Kyu, 이정우, Kim, Eunjung, 윤지원 "The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students" Journal of Special Education: Theory and Practice 16.2 pp.365-389 (2015) : 365.

Choi, Sung Kyu, 이정우, Kim, Eunjung, 윤지원. The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students. 2015; 16(2), 365-389.

Choi, Sung Kyu, 이정우, Kim, Eunjung and 윤지원. "The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students" Journal of Special Education: Theory and Practice 16, no.2 (2015) : 365-389.

Choi, Sung Kyu; 이정우; Kim, Eunjung; 윤지원. The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students. Journal of Special Education: Theory and Practice, 16(2), 365-389.

Choi, Sung Kyu; 이정우; Kim, Eunjung; 윤지원. The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students. Journal of Special Education: Theory and Practice. 2015; 16(2) 365-389.

Choi, Sung Kyu, 이정우, Kim, Eunjung, 윤지원. The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students. 2015; 16(2), 365-389.

Choi, Sung Kyu, 이정우, Kim, Eunjung and 윤지원. "The Analysis on Structural Relationships between Friendships of School Age and Identity of Hearing Impaired College Students" Journal of Special Education: Theory and Practice 16, no.2 (2015) : 365-389.