Abstract: Objective To explore the social-emotional competence of hearing-impaired children and its related factors. Methods A questionnaire was used to investigate the social-emotional competence, hearing status, temperament and parenting style of 68 hearing-impaired children. Results and Conclusion The social-emotional problems of hearing-impaired children were prominent, especially in the dimension of externalizing behavior (13.23%) and competence (10.29%). The girls had more implicit behavior problems than the boys (P<0.05). Aided thresholds, children's temperament and parenting style had significant influence on social-emotional competence of hearing-impaired children (P<0.05).

Key words: hearing-impaired children, social-emotional competence, related factor