高等教育中的隐性沟通需求：发展性沟通障碍、心理健康和学术参与的范围综述

摘要(中文译文)

高等教育要求学生能够在复杂的学术和社会情境中进行沟通，包括口头报告、小组合作、求助行为、考核评估以及同伴互动。对于患有发育性沟通障碍及相关沟通类发育特征的学生而言，这些要求可能形成隐性的参与脆弱性，影响其心理健康、学业投入和归属感。本范围综述梳理了高等教育学生中的实证研究证据，重点关注心理健康、学业参与、社会归属感、院校支持及情境影响因素。本范围综述依据PRISMA-ScR指南开展。检索了PubMed、PsycINFO、CINAHL、Scopus和Web of Science五个数据库，纳入2000年以来发表的英文同行评审实证研究。纳入标准为：研究对象为大学、学院或高等教育阶段学生，具有发育性言语、语言、流畅性、语用沟通障碍或沟通相关发育特征，且报告了至少一项心理健康、学业或社会参与结局。对数据进行图表化提取和主题综合，并采用基于CASP的标准进行方法学质量评价。共纳入21项研究。证据最强的是口吃及流畅性相关的参与问题，而关于发育性语言障碍、言语语音障碍、语用语言障碍、语速过快症及混合性沟通特征的研究较为有限。各研究一致显示，沟通需求与焦虑、抑郁、压力、自我效能感、口头考核、求助行为、披露、污名、便利措施获取及归属感相互交织。主要局限性包括依赖自我报告、横断面或回顾性设计、诊断确认不一致以及干预证据有限。现有证据表明，发育性沟通障碍及沟通相关发育特征可构成高等教育中的隐性参与脆弱性。这些脆弱性既受学生自身沟通特征的影响，也受沟通密集型大学环境的影响。因此，高校可能需要提供沟通无障碍的教学、灵活的考核方式、清晰可见的支持路径，以及跨残疾服务、心理咨询、学业支持和言语语言病理学之间的协调支持。

Abstract

Higher education requires students to communicate in complex academic and social contexts, including oral presentations, group work, help-seeking, assessment, and peer interaction. For students with developmental communication disorders, and communication-related developmental profiles, these demands may create hidden participation vulnerabilities that affect mental health, academic engagement, and belonging. This scoping review mapped empirical evidence among tertiary students, focusing on mental health, academic participation, social belonging, institutional support, and contextual influences. A scoping review was conducted in accordance with PRISMA-ScR guidance. Five databases, PubMed, PsycINFO, CINAHL, Scopus, and Web of Science, were searched for English-language, peer-reviewed empirical studies published from 2000 onwards. Eligible studies involved university, college, or tertiary students with developmental speech, language, fluency, pragmatic communication, or communication-related developmental profiles, who reported at least one mental health, academic, or social participation outcome. Data were charted and synthesised thematically, with methodological quality appraised using CASP-informed criteria. Twenty-one studies were included. Evidence was strongest for stuttering and fluency-related participation, while research on developmental language disorder, speech sound disorder, pragmatic language impairment, cluttering, and mixed communication profiles was limited. Across studies, communication needs intersected with anxiety, depression, stress, self-efficacy, oral assessment, help-seeking, disclosure, stigma, accommodation access, and belonging. Key limitations included reliance on self-report, cross-sectional or retrospective designs, inconsistent diagnostic confirmation, and limited evidence for intervention. The available evidence suggests that developmental communication disorders and communication-related developmental profiles can function as hidden participation vulnerabilities in higher education. These vulnerabilities are shaped by students' communication profiles and by communication-intensive university environments. Universities may therefore need communication-accessible teaching, flexible assessment, visible support pathways, and coordinated support across disability services, counselling, academic support, and speech-language pathology.

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