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Iaia M, Vizzi F, Carlino MD, Turi M, Marinelli CV, Angelelli P. Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students. Front Psychol 2024; 15:1365980. [PMID: 39171222 PMCID: PMC11337615 DOI: 10.3389/fpsyg.2024.1365980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Accepted: 07/16/2024] [Indexed: 08/23/2024] Open
Abstract
In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age = 23.6) and 29 in the control group (age = 23.00). The results highlighted that individuals with SLD exhibit higher levels of anxiety and depression and lower resilience compared to the control group. The Multidimensional Perfectionism Scale - Short Form, which explores perfectionism, did not reveal differences between the groups. Conversely, lower scores emerged in SLD students for the intrinsic motivation sub-scales of the Academic Motivation Scale. This indicates less engagement in studying out of personal cognitive curiosity. The Self-Regulated Knowledge Scale - University, which measures various cognitive strategies, showed significantly lower scores in the SLD group for knowledge linking, knowledge training, and knowledge critique. This suggests a lower frequency with which SLD students attempt to connect new knowledge with what they already possess, apply their knowledge, ask questions, and critically analyze what they have learned. Therefore, psychological and motivational consequences are evident in this population and can impact well-being and quality of life.
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Affiliation(s)
- Marika Iaia
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
| | - Francesca Vizzi
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
- Department of Human and Social Sciences, University of Salento, Lecce, Italy
| | - Maria Diletta Carlino
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
| | - Marco Turi
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
- Department of Human and Social Sciences, University of Salento, Lecce, Italy
| | | | - Paola Angelelli
- Lab of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, Lecce, Italy
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Wilzer E, Zeisel A, Roessner V, Ring M. Association between anxiety, depression and quality of life in male and female German students during the COVID-19 pandemic. BMC Psychiatry 2024; 24:212. [PMID: 38500107 PMCID: PMC10949737 DOI: 10.1186/s12888-024-05611-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Accepted: 02/14/2024] [Indexed: 03/20/2024] Open
Abstract
BACKGROUND Studies show that three-quarters of mental disorders appear during young adulthood, which makes students a risk group. Especially people with anxiety and depression experience lower Quality of Life (QoL) compared to healthy persons. Furthermore, previous research found that there was a wide range of negative mental consequences triggered by the COVID-19 pandemic. This study aimed to examine the association between anxiety, depression and QoL in male and female students at the time of the COVID-19 pandemic. METHODS 297 German students (121 men, age spanmen: 18-41 years; 176 women, age spanwomen: 18-52 years) filled in the following questionnaires: World Health Organization Quality of Life Brief Version, Hospital Anxiety and Depression Scale and the Symptom-Checklist-90-R. Men and women did not differ significantly in their physical, psychological, environmental and global QoL. RESULTS While women showed higher raw anxiety scores, groups did not differ in terms of their raw depression scores. Furthermore, we found main effects of anxiety and depression on the four QoL subscales. Students´ QoL was highest if they were not affected by anxiety and depression, independently of gender. Psychological and social QoL was worst if the students reported marginal and particularly clinically significant levels of anxiety and depression. Men experienced worse psychological and social QoL than women for clinically significant anxiety levels. CONCLUSIONS Interventions should target especially the psychological and the social subscales of QoL, as these areas are most affected by anxiety and depression. Possible interventions could be psychoeducational programs or participation in sports because it offers an opportunity for social interaction and goal-directed activity.
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Affiliation(s)
- Emily Wilzer
- Department of Child and Adolescent Psychiatry, Faculty of Medicine Carl Gustav Carus, TUD Dresden University of Technology, Dresden, Germany
| | - Annalena Zeisel
- Department of Child and Adolescent Psychiatry, Faculty of Medicine Carl Gustav Carus, TUD Dresden University of Technology, Dresden, Germany
| | - Veit Roessner
- Department of Child and Adolescent Psychiatry, Faculty of Medicine Carl Gustav Carus, TUD Dresden University of Technology, Dresden, Germany
| | - Melanie Ring
- Department of Child and Adolescent Psychiatry, Faculty of Medicine Carl Gustav Carus, TUD Dresden University of Technology, Dresden, Germany.
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Aro T, Neittaanmäki R, Korhonen E, Riihimäki H, Torppa M. A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities. JOURNAL OF LEARNING DISABILITIES 2024; 57:30-42. [PMID: 36772827 DOI: 10.1177/00222194221150230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data comprised a clinical sample (n = 430) with LD identified in childhood and a sample of matched controls (n = 2,140). Their medical diagnoses (according to the International Classification of Diseases nosology) until adulthood (20-39 years) were analyzed. The co-occurrence of LD with neurodevelopmental disorders was considered a homotypic comorbidity, and co-occurrence with disorders or diseases from the other diagnostic categories (i.e., mental and behavioral disorders, diseases of the nervous system, injuries, other medical or physical diagnoses) was considered a heterotypic comorbidity. Both homotypic and heterotypic comorbidity were more common in the LD group. Co-occurring neurodevelopmental disorders were the most prominent comorbid disorders, but mental and behavioral disorders, diseases of the nervous system, and injuries were also pronounced in the LD group. Accumulation of diagnoses across the diagnostic categories was more common in the LD group. No differences were found among the RD, MD, and RD+MD subgroups. The findings are relevant from the theoretical perspective, as well as for clinical and educational practice, as they provide understanding regarding individual distress and guiding for the planning of support.
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Affiliation(s)
- Tuija Aro
- University of Jyväskylä, Finland
- Niilo Mäki Institute, Jyväskylä, Finland
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A sensorimotor representation impairment in dyslexic adults: A specific profile of comorbidy. Neuropsychologia 2021; 165:108134. [PMID: 34953794 DOI: 10.1016/j.neuropsychologia.2021.108134] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 09/22/2021] [Accepted: 12/20/2021] [Indexed: 11/23/2022]
Abstract
Sensorimotor disorders have been frequently reported in children and adults with dyslexia over the past 30 years. The present study aimed to determine the impact of sensorimotor comorbidity risks in dyslexia by investigating the functional links between phonological and sensorimotor representations in young dyslexic adults. Using 52 dyslexic participants and 58 normo-readers, we investigated whether the underlying phonological deficit, which is reported in the literature, was associated with a general impairment of sensorimotor representations of articulatory and bodily actions. Internal action representations were explored through motor imagery tasks, consisting of measuring and comparing the durations of performed or imagined actions chosen from their current repertoire of daily life activities. To detect sensorimotor deficits, all participants completed the extended version of the M-ABC 2, as a reference test. We found sensorimotor impairments in 27% of the young adult dyslexics, then considered as sensorimotor comorbid, as opposed to much less in the normo-reader group (5%). While motor slowdown, reflecting motor difficulty, was present in all dyslexic adults, motor imagery performance was impacted only in the specific dyslexic subgroup with sensorimotor impairments. Moreover, in contrast with slowness, only the comorbid subgroup showed an increased variability in execution durations. The present study highlights the importance of the quality of perception-action coupling, questions the relevance of investigating sensorimotor impairment profiles beyond phonological deficits and provides new arguments supporting the perspective of multiple deficits approaches in dyslexia.
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Matteucci MC, Soncini A. Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 110:103858. [PMID: 33465731 DOI: 10.1016/j.ridd.2021.103858] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Revised: 11/27/2020] [Accepted: 01/04/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Despite an internationally recognized significant increase of students with a diagnosed Specific Learning Disorder (SLD) entering higher education, psychological features of university students with SLD still remain to be explored. AIMS The study aims to investigate the perceived academic self-efficacy and to identify predictors of psychological well-being in a sample of university students with SLD, compared to a control group of students without SLD. METHODS AND PROCEDURE 60 Italian undergraduate students with SLD and 283 students without SLD were included in this study. OUTCOMES AND RESULTS Results indicated that university students with SLD, compared to students without SLD but with comparable academic achievement, did not report significantly lower levels of academic self-efficacy. Furthermore, a multiple regression analysis indicated that self-esteem and perceived social support by significant others did significantly predict the value of psychological well-being in students with SLD. CONCLUSIONS AND IMPLICATIONS The findings suggest that undergraduate students with SLD may represent a particular category of young adults who have beaten the odds, who have persisted in effort even if they struggled and then who have succeeded.
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Affiliation(s)
| | - Annalisa Soncini
- Department of Psychology, University of Bologna, via Filippo Re, 10, 40126, Bologna (BO), Italy.
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Bodenlos JS, Hawes ES, Burstein SM, Arroyo KM. Association of cognitive fusion with domains of health. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2020. [DOI: 10.1016/j.jcbs.2020.08.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Nukari JM, Poutiainen ET, Arkkila EP, Haapanen ML, Lipsanen JO, Laasonen MR. Both Individual and Group-Based Neuropsychological Interventions of Dyslexia Improve Processing Speed in Young Adults: A Randomized Controlled Study. JOURNAL OF LEARNING DISABILITIES 2019; 53:213-227. [PMID: 31872791 DOI: 10.1177/0022219419895261] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention (n = 40), group intervention (n = 40), or wait-list control group (n = 40). The interventions focused on cognitive strategy learning, supporting self-esteem, and using psychoeducation. Cognitive performance and symptoms were assessed via psychometric testing and self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and at 10 months. And, 15 months post intervention long-term status was checked via mailed inquiry. Wait-list control group also received an intervention after the 5-month control period. No significant effects were found in primary self-report outcome measures. Both interventions had a positive effect on a measure of processing speed and attention and the effect remained after the 5-month follow-up period. In self-reported cognitive symptoms, a positive trend was evident in self-reported reading habits. Furthermore, minor self-evaluated benefits reaching up to 15 months post intervention were found. There were no significant differences between the results of individual and group intervention as both interventions improved cognitive performance. The results indicate that a structured neuropsychological intervention could be effective in ameliorating dyslexia-related cognitive symptoms in young adults.
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Affiliation(s)
| | - Erja T Poutiainen
- Rehabilitation Foundation, Helsinki, Finland
- University of Helsinki, Finland
| | - Eva P Arkkila
- University of Helsinki, Finland
- Helsinki University Hospital, Finland
| | | | | | - Marja R Laasonen
- University of Helsinki, Finland
- Helsinki University Hospital, Finland
- University of Turku, Finland
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Ridner SL, Keith RJ, Walker KL, Hart JL, Newton KS, Crawford TN. Differences in quality of life among college student electronic cigarette users. AIMS Public Health 2018; 5:454-462. [PMID: 30631786 PMCID: PMC6323002 DOI: 10.3934/publichealth.2018.4.454] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2018] [Accepted: 11/22/2018] [Indexed: 11/18/2022] Open
Abstract
PURPOSE The purpose of this study was to explore an association between e-cigarette use and Quality of Life (QOL) among college students. METHODS During February 2016, 1,132 students completed an online survey that included measures of tobacco use and the WHOQOL-BREF instrument. Differences were tested using Chi-square, Fisher's exact test, and ANOVA, and regression was used to assess possible relationships. RESULTS E-cigarettes were used by 6.97% of the participants, either solo or along with traditional cigarettes. Bivariate analyses suggest that male college students are more likely than females to use e-cigarettes, either solo or in combination with traditional cigarettes (χ2 =19.4, P < .01). Lesbian, gay, and bisexual students are more likely than heterosexual students to use traditional cigarettes, either solo or in combination with e-cigarettes (χ2 = 32.9, P < .01). Multivariate models suggest that for every 10-unit increase in overall QOL, psychological well-being, social relations or environmental health the adjusted odds of being a sole cigarette user were significantly lower (all, P < .01), respectively. For every 10-unit increase in psychological well-being the adjusted odds of being a dual user was significantly lower (OR = .83, P = .026). CONCLUSIONS Findings indicate that lower quality of life appears to be connected to tobacco use.
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Affiliation(s)
- S. Lee Ridner
- College of Nursing, East Tennessee State University, Johnson City, TN, USA
| | - Rachel J. Keith
- School of Medicine, University of Louisville, Louisville, KY, USA
| | - Kandi L. Walker
- Department of Communication, University of Louisville, Louisville, KY USA
| | - Joy L. Hart
- Department of Communication, University of Louisville, Louisville, KY USA
| | - Karen S. Newton
- Campus Health Services, University of Louisville, Louisville, KY USA
| | - Timothy N. Crawford
- Department of Population and Public Health Sciences, Wright State University, Dayton, OH, USA
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Geiger EF, Brewster ME. Development and Evaluation of the Individuals With Learning Disabilities and/or Difficulties Perceived Discrimination Scale. COUNSELING PSYCHOLOGIST 2018. [DOI: 10.1177/0011000018794919] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present two studies describe the development and psychometric evaluation of the Learning Disability/Difficulty Perceived Discrimination Scale used to assess the self-reported discrimination experiences of people with learning difficulties and/or disabilities. In Study 1 ( N = 202) an exploratory factor analysis yielded two factors, Inferior and Cheating the System. In Study 2 ( N = 216) a confirmatory factor analysis supported the stability of this two-factor correlated model and a bifactor model. Across studies, subscale and full-scale items offered evidence of good reliability, convergent validity, and concurrent validity. Preliminary support for a minority stress framework is explored. Limitations, research, and clinical work with learning difficulties and/or disabilities populations are discussed.
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Aro T, Eklund K, Eloranta AK, Närhi V, Korhonen E, Ahonen T. Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment. JOURNAL OF LEARNING DISABILITIES 2018; 52:71-83. [PMID: 29774806 DOI: 10.1177/0022219418775118] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
We studied the impact of diverse subtypes of learning disabilities (LD) on adult-age mental health, education, and employment by comparing the LD group ( n = 430) with a matched control group without a known history of LD ( n = 2,149). The clinical archived data were merged with lifelong register data on sickness allowances/disability pensions granted on the basis of psychiatric illnesses, reimbursements for psychoactive medication, having a degree after compulsory education, and having received unemployment allowances. Differences emerged between the LD and control groups in all outcomes, suggesting that a higher proportion of individuals with LD had mental health problems compared to the control group, and a notable share of them had not attained a degree after compulsory education and had been unemployed for an extended period. Subgroup comparisons indicated that math disability (MD) was associated with antidepressant use and unemployment, whereas the reading disability (RD) group showed the least problems with employment. Interactions between subgroup and gender suggested that MD (with/without RD) may pose a higher risk than RD for females, whereas RD seemed to pose a risk for males. The findings suggest the need for researchers, clinicians, and those involved with adult education to consider mental health and educational problems among individuals with LD.
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Affiliation(s)
- Tuija Aro
- 1 University of Jyväskylä, Jyväskylä, Finland
- 2 Niilo Mäki Institute, Jyväskylä, Finland
| | | | | | - Vesa Närhi
- 1 University of Jyväskylä, Jyväskylä, Finland
| | | | - Timo Ahonen
- 1 University of Jyväskylä, Jyväskylä, Finland
- 2 Niilo Mäki Institute, Jyväskylä, Finland
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Nalavany BA, Logan JM, Carawan LW. The relationship between emotional experience with dyslexia and work self-efficacy among adults with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2018; 24:17-32. [PMID: 29230916 DOI: 10.1002/dys.1575] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2016] [Revised: 06/05/2017] [Accepted: 08/22/2017] [Indexed: 06/07/2023]
Abstract
This study responds to a call for more research on working adults with dyslexia investigating how employment-related factors affect and relate to one another. Two important work-related factors are self-efficacy and emotional experience with dyslexia. Work self-efficacy is viewed one of the most vital intrapersonal capacities in the work environment. It can be viewed as a subjective indicator of work success and is conceptualized as a multidimensional construct. Research speaks to a unique emotional experience stemming from living with an often misunderstood and stereotyped learning difference. The participants were 173 working adults with dyslexia (average age = 43.5 years, females = 56.6%) who participated in a web-based survey. Hierarchical multiple regression analyses revealed that more negative or uncomfortable emotions emanating from living with dyslexia predicted lower levels of total work self-efficacy, work attributes, work competency, and work anxiety over and beyond background contextual variables. Implications of these findings are discussed.
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Affiliation(s)
- Blace A Nalavany
- School of Social Work, College of Health and Human Performance, East Carolina University, Greenville, NC, USA
| | - Julie M Logan
- Cass Business School, 106 Bunhill Row, London, EC1Y 8TZ, UK
| | - Lena W Carawan
- School of Social Work, College of Health and Human Performance, East Carolina University, Greenville, NC, USA
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McGregor KK, Langenfeld N, Van Horne S, Oleson J, Anson M, Jacobson W. The University Experiences of Students with Learning Disabilities. LEARNING DISABILITIES RESEARCH & PRACTICE : A PUBLICATION OF THE DIVISION FOR LEARNING DISABILITIES, COUNCIL FOR EXCEPTIONAL CHILDREN 2016; 31:90-102. [PMID: 27667902 PMCID: PMC5033508 DOI: 10.1111/ldrp.12102] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.96%) had difficulty with assignments and had more obstacles caused by non-academic responsibilities and imposed by their skill levels. Students with self-reported LD sensed more bias towards people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self-reported LD. Approximately one-third of students who self-reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out-of-state students. Compared to students who self-reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments.
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Bodenlos JS, Wells SY, Noonan M, Mayrsohn A. Facets of Dispositional Mindfulness and Health Among College Students. J Altern Complement Med 2015; 21:645-52. [DOI: 10.1089/acm.2014.0302] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022] Open
Affiliation(s)
| | - Stephanie Y. Wells
- San Diego State University/University of California San Diego, San Diego, CA
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Lindeblad E, Svensson I, Gustafson S. Self-Concepts and Psychological Well-Being Assessed By Beck Youth Inventory Among Pupils with Reading Difficulties. READING PSYCHOLOGY 2015. [DOI: 10.1080/02702711.2015.1060092] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Klassen RM, Tze VMC, Hannok W. Internalizing problems of adults with learning disabilities: a meta-analysis. JOURNAL OF LEARNING DISABILITIES 2013; 46:317-327. [PMID: 22043025 DOI: 10.1177/0022219411422260] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
In this article the authors report a meta-analysis that examines the association between internalizing problems (anxiety and depressive symptoms) and learning disabilities (LD) in adults. Two hypotheses about the relationship between internalizing problems and LD in adults are posited and tested: the abeyance hypothesis (internalizing problems decline in adulthood) and the continuance hypothesis (internalizing problems continue in adulthood). From an initial pool of 171 relevant studies, 15 studies met the inclusion criteria, with eight published articles and seven dissertations yielding 48 effect sizes, N Total = 16,239). The overall effect size was significant and of medium magnitude (d = 0.51, p < .001). Results from the study suggest support for the continuance hypothesis, with rates of adult internalizing problems similar to those found in studies of children and adolescents with LD. Moderating variables are explored, and implications for practice and research are offered.
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Sulkowski ML, Joyce DJ. School psychology goes to college: The emerging role of school psychology in college communities. PSYCHOLOGY IN THE SCHOOLS 2012. [DOI: 10.1002/pits.21634] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Nalavany BA, Carawan LW. Perceived family support and self-esteem: the mediational role of emotional experience in adults with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2012; 18:58-74. [PMID: 22190477 DOI: 10.1002/dys.1433] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2011] [Revised: 11/28/2011] [Accepted: 11/28/2011] [Indexed: 05/31/2023]
Abstract
Although a growing body of literature shows that perceived family support (PFS) influences self-esteem in adults with dyslexia, little empirical attention has been given to the mechanisms through which this effect operates across early, middle, and late adulthood. The present study examined the mediational effect of emotional experience with dyslexia (EED, emotions stemming from living with an often misunderstood and stereotyped learning difficulty) that may account for the empirical link between PFS and self-esteem. The participants were 224 adults with self-identified dyslexia (average age = 49.1 years, males = 64.7%) who participated in a Web-based survey. A bootstrapping analysis (a new approach to mediational analysis) revealed that EED mediated the relationship between PFS and self-esteem across the entire sample and in early and middle adulthood. The mediational effect was strongest in early adulthood. Implications of these findings are discussed.
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Affiliation(s)
- Blace A Nalavany
- East Carolina University, School of Social Work, College of Human Ecology, Greenville, NC 27858, USA.
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Abstract
Developmental and behavioral disorders including intellectual disability, learning disabilities, and attention-deficit/hyperactivity disorder are highly prevalent, chronic health conditions. Despite being versed in caring for children with these conditions, pediatricians might be less prepared for challenging questions from families about the long-term course of these conditions and what can be done to improve outcomes. Through this state-of-the-art review, we provide clinicians with an understanding of the course of these conditions and adult outcomes in several areas including vocational, social, and health domains. We also provide a review of the most current research examining factors that predict or mediate adult outcomes for people with intellectual disability, learning disabilities, and attention-deficit/hyperactivity disorder. On the basis of the current literature, we offer practice recommendations aimed at optimizing adult outcomes for those with these disorders.
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Affiliation(s)
- David S Stein
- Division of Developmental Medicine, Children's Hospital Boston/Harvard Medical School, Boston, Massachusetts, USA.
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Neal DM, Campbell AJ, Williams LY, Liu Y, Nussbaumer D. “I did not realize so many options are available”: Cognitive authority, emerging adults, and e-mental health. LIBRARY & INFORMATION SCIENCE RESEARCH 2011. [DOI: 10.1016/j.lisr.2010.07.015] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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