Qualitative Research in Behavioral Sciences

Qualitative Research in Behavioral Sciences

Factors Affecting the Teaching of Positive Emotions to Students with Hearing Impairments: A Phenomenological Study

Document Type : Original Article

Authors
Marzieh Rahmani 1
Mohammad Ashori 2
1 Ph.D. Student of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
10.22077/qrbs.2026.10121.1118
Abstract
Background: Students with hearing impairments face multiple challenges in learning, comprehending, and expressing emotions. Despite the crucial role of teaching positive emotions in enhancing social development, emotional regulation, and mental health, a review of the literature indicates that few studies have investigated the factors influencing the teaching of positive emotions in this population.
Aim: This study aimed to identify factors influencing the teaching of positive emotions to students with hearing impairments in Shahr-e Kord.
Method: This qualitative study employed a descriptive phenomenological approach in 2024. Participants included 11 teachers from special schools in Shahr-e Kord, selected through purposive sampling until theoretical saturation was reached. Data were collected using semi-structured interviews and analyzed through thematic analysis based on Braun and Clarke’s (2006) framework.
Results: The findings indicated that the teaching of positive emotions to students with hearing impairments is shaped by both hindering and facilitating factors. Four main themes and 13 sub-themes were identified. Barriers included a lack of specialized training for teachers, communication limitations arising from hearing impairments, and work-related pressures. In contrast, the use of sign language and art, participatory teaching methods, and the creation of a safe educational environment were identified as facilitating factors. Additionally, strategies such as conducting specialized training courses, producing multimedia content, integrating emotional education into the curriculum, and fostering close family-school collaboration can enhance the effectiveness of teaching positive emotions.
Conclusions: The results suggest that teaching positive emotions plays a critical role in the holistic development of students with hearing impairments. Considering the identified challenges, designing specialized, participatory, and communication-adapted educational programs can improve the effectiveness of instruction. Furthermore, the integration of multimedia approaches, incorporation of emotional education into the curriculum, and structured collaboration with families can facilitate more effective implementation. These findings may provide practical guidance for educational planning, designing targeted interventions, and enhancing the quality of education in special schools and centers.
Keywords
hearing impairment
education
educational planning
teachers
positive emotions
special needs
Subjects

References

Alasti, Y., & Ashori, M. (2023). Investigating the effect of nonviolent communication program training on depression, anxiety and stress in hard- of- hearing adolescents. Empowering Exceptional Children, 14(1), 1-10. https://www.ceciranj.ir/article_170644.html?lang=en

Ashfaq, M., Aftab, M. J., & Tariq, S. (2022). Teaching practices for students with hearing impairment in south Punjab: A dilemma. Human Nature Journal of Social Sciences, 3(3), 422-433. https://doi.org/10.71016/hnjss/gpr06b97

Ayomsari, S. W., & Azizah, N. (2024). A Case Study on the implementation of inclusive education for hearing- impaired students in primary schools. Jurnal Ilmiah Sekolah Dasar, 8(4), 728-738. https://doi.org/10.23887/jisd.v8i4.86785

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Caselli, N., Pyers, J., & Lieberman, A. M. (2021). Deaf children of hearing parents have age-level vocabulary growth when exposed to American sign language by 6 months of age. The Journal of Pediatrics, 232, 229-236. https://doi.org/10.1016/j.jpeds.2021.01.029

Chang, W. L., Wang, E., Chen, Y. M., Ma, X., Chang, T. Y., Li, X., & Kues, S. (2022). Study on the relationship between rearing style, interpersonal communication ability and emotion regulation of junior middle school students with hearing impairment. International Journal of Neuropsychopharmacology, 25(1), A2-A3. https://doi.org/10.1093/ijnp/pyac032.002

Dalmış, A. B., Büyükatak, E., & Sürücü, L. (2025). Psychological resilience and future anxiety among university students: The mediating role of subjective well-being. Behavioral Sciences, 15(3), 244. https://doi.org/10.3390/bs15030244

Dikeç, G., Türk, E., Yüksel, E., Çelebi, K., & Özdemir, M. (2023). Experiences of hearing parents of children with hearing loss: A qualitative study. Children (Basel, Switzerland), 10(7), 1129. https://doi.org/10.3390/children10071129

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Hallahan, D. P., Pullen, P. C., & Kauffman, J. M. (2023). Exceptional learners (15th Ed). Pearson Education, Inc. https://www.amazon.com/Exceptional-Learners-Introduction-Special-Education-ebook/dp/B09STKPCL3

Hosseinian, S., Nooripour, R., Abbasi, N., Ghanbari, N., Afrouz, G. A., & Ilanloo, H. (2022). Effectiveness of group counseling based on solution- oriented approach on adjustment and mental health of juvenile delinquents. Journal of Psychological Studies, 18(2), 7-20. https://psycnet.apa.org/record/2023-25452-001

Jalil-Abkenar, S. S. (2024). Effect of non- violent communication training on parenting self- efficacy and psychological well-being in mothers of children with hearing impairment. Journal of Psychological Studies, 20(3), 107-123. https://doi.org/10.22051/psy.2024.47900.2998

Jalil-Abkenar, S. S. (2025). Effect of emotion regulation strategies training on resilience and cognitive flexibility in mothers of children with intellectual disability. Journal of Modern Psychological Researches, 19(76), 74-83. https://doi.org/10.22034/jmpr.2024.62514.6301

Kim, J. H., Chun, J., Kim, J., Ju, H. J., Kim, B. J., Jeong, J., & Lee, D. H. (2024). Emotion regulation from a virtue perspective. BMC Psychology, 12(1), 11-23. https://doi.org/10.1186/s40359-023-01490-y

Kim, H. K., & Jo, H. K. (2022). Effects of a nonviolent communication program on nursing students. Sage Open, 12(3), 1-7. https://doi.org/10.1177/21582440221096139

Li, D., Lin, K., Cen, X., Fan, Y., Hong, L., Wu, Z., Chen, W., & Zhong, X. (2024). Psychological burden of hearing-impaired children and their parents through the covid-19 pandemic. Frontiers in Public Health, 12, 1403729. https://doi.org/10.3389/fpubh.2024.1403729

Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. SAGE.
http://dx.doi.org/10.1016/0147-1767(85)90062-8

Raza, S., Khan, M., & Khan, M. K. (2025). The influence of mental well- being, cognitive ability, personality traits, and emotional intelligence on self- esteem among hearing-impaired students In Pakistan. Sir Syed Journal of Education & Social Research, 8(1), 1-10. https://doi.org/10.36902/sjesr-vol8-iss1-2025(1-10)

Sealy, J., McMahon, C., & Sweller, N. (2023). Parenting deaf children: Exploring relationships between resolution of diagnosis, parenting styles and morale, and perceived child vulnerability. Journal of Child and Family Studies, 32(9), 2761-2775. https://doi.org/10.1007/s10826-023-02579-z

Septiana, L., Alim, J. A., & Marhadi, H. (2024). Identifikasi peserta didik berkebutuhan khusus (pdbk) slow leaner di sekolah dasar concept. Journal of Social Humanities and Education, 3(4), 189-211. https://doi.org/10.55606/concept.v3i4.1647

Van Heijst, K., Kret, M. E., & Ploeger, A. (2025). Basic emotions or constructed emotions: Insights from taking an evolutionary perspective. Perspectives on Psychological Science: A journal of the Association for Psychological Science, 20(3), 377-391. https://doi.org/10.1177/17456916231205186

References
Alasti, Y., & Ashori, M. (2023). Investigating the effect of nonviolent communication program training on depression, anxiety and stress in hard- of- hearing adolescents. Empowering Exceptional Children, 14(1), 1-10. https://www.ceciranj.ir/article_170644.html?lang=en
Ashfaq, M., Aftab, M. J., & Tariq, S. (2022). Teaching practices for students with hearing impairment in south Punjab: A dilemma. Human Nature Journal of Social Sciences, 3(3), 422-433. https://doi.org/10.71016/hnjss/gpr06b97
Ayomsari, S. W., & Azizah, N. (2024). A Case Study on the implementation of inclusive education for hearing- impaired students in primary schools. Jurnal Ilmiah Sekolah Dasar, 8(4), 728-738. https://doi.org/10.23887/jisd.v8i4.86785
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Caselli, N., Pyers, J., & Lieberman, A. M. (2021). Deaf children of hearing parents have age-level vocabulary growth when exposed to American sign language by 6 months of age. The Journal of Pediatrics, 232, 229-236. https://doi.org/10.1016/j.jpeds.2021.01.029
Chang, W. L., Wang, E., Chen, Y. M., Ma, X., Chang, T. Y., Li, X., & Kues, S. (2022). Study on the relationship between rearing style, interpersonal communication ability and emotion regulation of junior middle school students with hearing impairment. International Journal of Neuropsychopharmacology, 25(1), A2-A3. https://doi.org/10.1093/ijnp/pyac032.002
Dalmış, A. B., Büyükatak, E., & Sürücü, L. (2025). Psychological resilience and future anxiety among university students: The mediating role of subjective well-being. Behavioral Sciences, 15(3), 244. https://doi.org/10.3390/bs15030244
Dikeç, G., Türk, E., Yüksel, E., Çelebi, K., & Özdemir, M. (2023). Experiences of hearing parents of children with hearing loss: A qualitative study. Children (Basel, Switzerland), 10(7), 1129. https://doi.org/10.3390/children10071129
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Hallahan, D. P., Pullen, P. C., & Kauffman, J. M. (2023). Exceptional learners (15th Ed). Pearson Education, Inc. https://www.amazon.com/Exceptional-Learners-Introduction-Special-Education-ebook/dp/B09STKPCL3
Hosseinian, S., Nooripour, R., Abbasi, N., Ghanbari, N., Afrouz, G. A., & Ilanloo, H. (2022). Effectiveness of group counseling based on solution- oriented approach on adjustment and mental health of juvenile delinquents. Journal of Psychological Studies, 18(2), 7-20. https://psycnet.apa.org/record/2023-25452-001
Jalil-Abkenar, S. S. (2024). Effect of non- violent communication training on parenting self- efficacy and psychological well-being in mothers of children with hearing impairment. Journal of Psychological Studies, 20(3), 107-123. https://doi.org/10.22051/psy.2024.47900.2998
Jalil-Abkenar, S. S. (2025). Effect of emotion regulation strategies training on resilience and cognitive flexibility in mothers of children with intellectual disability. Journal of Modern Psychological Researches, 19(76), 74-83. https://doi.org/10.22034/jmpr.2024.62514.6301
Kim, J. H., Chun, J., Kim, J., Ju, H. J., Kim, B. J., Jeong, J., & Lee, D. H. (2024). Emotion regulation from a virtue perspective. BMC Psychology, 12(1), 11-23. https://doi.org/10.1186/s40359-023-01490-y
Kim, H. K., & Jo, H. K. (2022). Effects of a nonviolent communication program on nursing students. Sage Open, 12(3), 1-7. https://doi.org/10.1177/21582440221096139
Li, D., Lin, K., Cen, X., Fan, Y., Hong, L., Wu, Z., Chen, W., & Zhong, X. (2024). Psychological burden of hearing-impaired children and their parents through the covid-19 pandemic. Frontiers in Public Health, 12, 1403729. https://doi.org/10.3389/fpubh.2024.1403729
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. SAGE.
http://dx.doi.org/10.1016/0147-1767(85)90062-8
Raza, S., Khan, M., & Khan, M. K. (2025). The influence of mental well- being, cognitive ability, personality traits, and emotional intelligence on self- esteem among hearing-impaired students In Pakistan. Sir Syed Journal of Education & Social Research, 8(1), 1-10. https://doi.org/10.36902/sjesr-vol8-iss1-2025(1-10)
Sealy, J., McMahon, C., & Sweller, N. (2023). Parenting deaf children: Exploring relationships between resolution of diagnosis, parenting styles and morale, and perceived child vulnerability. Journal of Child and Family Studies, 32(9), 2761-2775. https://doi.org/10.1007/s10826-023-02579-z
Septiana, L., Alim, J. A., & Marhadi, H. (2024). Identifikasi peserta didik berkebutuhan khusus (pdbk) slow leaner di sekolah dasar concept. Journal of Social Humanities and Education, 3(4), 189-211. https://doi.org/10.55606/concept.v3i4.1647
Van Heijst, K., Kret, M. E., & Ploeger, A. (2025). Basic emotions or constructed emotions: Insights from taking an evolutionary perspective. Perspectives on Psychological Science: A journal of the Association for Psychological Science, 20(3), 377-391. https://doi.org/10.1177/17456916231205186

  • Receive Date 08 October 2025
  • Revise Date 28 December 2025
  • Accept Date 20 March 2026