DEVELOPMENT OF AN INDIGENOUS SELF-CONCEPT SCALE FOR HEARING-IMPAIRED SCHOOL CHILDREN: AN EXPLORATORY APPROACH

Abstract

This study aimed to develop & validate comprehensive Self-Concept Scale for the Hearing-Impaired School Children (SCSHISC) by employing rigorous methodology. The unique challenges faced by hearing-impaired children in communication and interpersonal engagement underscored the need for accurate measurement tool. The study's purposive sampling approach included 230 participants, ensuring representativeness. The factor analysis revealed two distinct factors: "Discomfort within self" and "Incompetence," capturing feelings of unease, inferiority & communication challenges. The scale exhibited high internal consistency (α = .78 for "Discomfort within self" and α= .65 for "Incompetence"). SCSHISC confirmed robust psychometric properties, making it a valid tool for assessing the self-concept in SCSHISC. While limitations include a small sample size & potential response bias, this study contributes significantly to field by providing reliable measurement instrument that boosts understanding of self-concept dynamics among hearing-impaired students. Therefore, the SCSHISC can facilitate targeted interventions to foster positive self-perceptions & psychological well-being in this population.