Academic achievements, behavioral problems, and loneliness as predictors of social skills among students with and without learning disorders.
This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students’ social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables wer...
| Publicado en: | School Psychology International Vol. 37; no. 4; pp. 378 - 397 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=116905688&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 116905688 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01430343 0T1 jtl: School Psychology International issn: 01430343 maglogo: Y pubinfo: dt: Aug2016 vid: 37 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 116905688 116905688 116905688 10.1177/0143034316649231 116905688 ppf: 378 ppct: 19 formats: tig: atl: Academic achievements, behavioral problems, and loneliness as predictors of social skills among students with and without learning disorders. aug: au: Zach, Sima Yazdi-Ugav, Orly Zeev, Aviva affil: Zinman College for Physical Education and Sport Sciences, Wingate Institute, Israel sug: subj: Academic Achievement Loneliness Social Skills Learning Disorders Behavior Students, Elementary Human Child Regression Teachers Descriptive Statistics Male Female Questionnaires Mainstreaming (Education) Israel Adolescence Child: 6-12 years Adolescent: 13-18 years Male Female ab: This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students’ social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary students (642 without LD; 91 with LD). Homeroom teachers assessed students’ academic achievements, behavior problems, and social skills. Students completed questionnaires regarding their loneliness feelings. Regression analysis showed that academic achievement and behavior problems explained approximately 70% of the students’ social skills variance, whereas LD did not, and loneliness explained social skills variance only among boys. These unexpected but encouraging findings are discussed in terms of the positive process of change that occurred since the announcement of the Israeli National Special Education Law of 1988, which made it possible for students with LD to be integrated in regular classes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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