Thinking styles and self-determination among university students who are deaf or hard of hearing and hearing university students.

Sanyin et al. (2019) gave online surveys to Chinese university students. Some were deaf or hard-of-hearing. Others had typical hearing. The survey asked about thinking styles and self-determination.

The team wanted to see which thinking styles go hand-in-hand with higher self-determination in both groups.

Students who liked creative, flexible thinking scored higher on self-determination. Students who preferred strict rules and structure scored lower. Hearing status did not change the pattern.

In short, creative thinkers felt more in charge of their own lives, regardless of hearing ability.

Mulder et al. (2020) extends these findings. They showed that teaching self-determination skills for two years raises scores in students with intellectual disability. Sanyin found a link; A et al. proved you can move the needle with practice.

Granieri et al. (2020) and Moreira et al. (2025) both checked that self-determination scales work well across ages and languages. Their work supports the tool Sanyin used, so we can trust the scores.

Daza et al. (2014) studied deaf children too, but looked at reading skills instead of self-determination. Together, the papers show deaf learners need support for both academic and life skills.

If you serve teens or adults who are deaf or hard-of-hearing, notice their thinking style. Creative, open-minded clients may already show strong self-direction. Rule-bound clients may need extra coaching to set goals and speak up. Add flexible-thinking activities to your sessions. The same tip works for hearing students. Style, not hearing status, drives the link.