本研究旨在了解雙北地區大專院校聽覺障礙學生的心智理論能力。研究透過自編個人基本資料問卷進行調查，了解研究參與者的個體背景、聽覺相關變項，並透過自編語言能力評估表蒐集學生自評與教師評量口語能力，接著進行國民小學六年級閱讀理解篩選測驗，確保學生具備基礎閱讀能力，最後進行心智理論量表施測，將數據資料整理後進行統計分析，研究結果如下。

一、大專聽障生與一般聽常同儕在心智理論量表分數中沒有顯著差異。
二、使用聽覺輔具方面，使用人工電子耳與一般聽常組在心智理論量表分數中無顯著差異，而使用人工電子耳的聽障生與一般聽常組在語言心智理論分數方面顯著優於配戴助聽器的組別，顯示電子耳在語言心智理論方面之優勢。
三、在父母聽力狀態方面，父母兩人或其中一人具有聽覺障礙的聽障生在語言心智理論分數顯著優於父母為聽常之聽障學生，顯示父母具備聽覺障礙在語言心智理論能力方面仍可能具有優勢。
四、聽力損失程度、開始使用聽覺輔具年齡、聽覺輔具使用時間、主要溝通方式以及是否接受過早期介入，在心智理論量表分數中皆未達到顯著差異，顯示這些聽覺相關因素在並非影響聽障者心智理論之關鍵。
五、在口語能力方面，學生自評以及教師評量對他人口語理解以及口語清晰度之表現分數，對於心智理論量表分數並沒有顯著之影響。

The purpose of this study was to understand the theory of mind abilities of hearing-impaired students in colleges in Taipei and New Taipei City. Data were collected through self-compiled questionnaires to gather information on participants' individual backgrounds and hearing-related variables. Students' self-assessments and teacher evaluations of oral abilities were gathered using a self-compiled five-point scale. The Reading Comprehension Test was conducted to ensure basic reading ability, followed by the administration of a Theory of Mind Scale. The collected data were then statistically analyzed. The results of the study are as follows:
1.There is no significant difference in the Theory of Mind Scale between college students with hearing impairments and their peers with normal hearing.
2.In terms of the use of auditory aids, there was no significant difference in Theory of Mind Scale between those using cochlear implants and the group with normal hearing. However, students with hearing impairments using cochlear implants significantly outperformed those using hearing aids in language theory of mind abilities, demonstrating the advantages of cochlear implants in this area.
3.In terms of parents' hearing status, students with hearing impairments who have one or both parents with hearing impairments significantly outperform those whose parents have normal hearing in language theory of mind. This suggests that having parents with hearing impairments may confer an advantage in language theory of mind.
4.The degree of hearing loss, age of initial auditory aid use, duration of auditory aid use, primary communication methods and whether early intervention was received do not show significant differences in the Theory of Mind Scale, indicating that these auditory-related factors are not key influencers of theory of mind in individuals with hearing impairments.
5.In terms of oral ability, the self-evaluation by students and the assessment by teachers regarding others' oral comprehension and speech clarity did not have a significant impact on the Theory of Mind Scale.

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