中文摘要：

自我认同的形成与发展是青少年时期最主要、最直接的人生任务。听障学生作为青少年中的一个特殊群体,有着自身的特殊性。以Marcia的自我认同理论为基础,运用EOM-EIS-2（中文版）对湖南省323名听障学生和381名普通学生进行了自我认同状态的测试。结果表明：听障学生在初中和高中学段中扩散类型的分数显著高于普通学生;听障学生在各领域早闭类型的分数均高于普通学生,听障学生与普通学生在意识形态和人际关系领域中延缓类型上的分数均不存在显著差异;在意识获得中初中学段听障学生的分数显著低于普通学生,而在大学学段的分数显著高于普通学生。文章最后从促进听障学生自我认同积极健康发展的角度提出了一些建议。

英文摘要：

This study, based on the theory of ego-identity by Marcia, aims to explore hearing-impaired students＇ ego-identity, by using EOM - EIS- 2 （Chinese edition） to survey 323 hearing-impaired students and 381 normal-hearing students in Hunan Province. The restdts show the following： the hearing-impaired students in seeondary schools score higher in the types of diffusion than normal-hearing students; the hearing-impaired students score higher in the types of foreclosure than wormal-hearing students; the two groups show no significance in the types of delay in consciousness and interpersonal relationship; the hearing-impaired students in lower secondary schools score significantly lower in consciousness achievement than normal-hearing students; but the heating-im- paired students in colleges score significantly higher than normal-hearing students. In conclusion, the study puts ferward proposals for the promotion of the positive development of hearing-impaired students＇ ego-identity.