Quality of Relationship with Parents and Emotional Autonomy as Predictors of Self Concept and Loneliness in Adolescents with Learning Disabilities: The Moderating Role of the Relationship with Teachers.
The present study aims to investigate the impact of family-level variables (emotional autonomy and the quality of the parents-adolescent relationship) on socio-emotional adjustment (loneliness and self-esteem) in adolescents with learning disabilities (LDs) and the role of the quality of the teacher...
| Published in: | Journal of Child & Family Studies Vol. 26; no. 3; pp. 690 - 701 |
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| Main Authors: | , , , |
| Format: | Article |
| Published: |
Springer Nature
Mar2017
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=121185856&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 121185856 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Mar2017 vid: 26 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 121185856 10.1007/s10826-016-0591-6 ppf: 690 ppct: 11 formats: fmt: @attributes: type: P size: 660KB tig: atl: Quality of Relationship with Parents and Emotional Autonomy as Predictors of Self Concept and Loneliness in Adolescents with Learning Disabilities: The Moderating Role of the Relationship with Teachers. aug: au: Majorano, Marinella Brondino, Margherita Morelli, Marika Maes, Marlies affil: Department of Human Sciences , University of Verona , Via San Francesco, 22 Verona 37139 Italy School Psychology & Child and Adolescent Development , KU Leuven , Tiensestraat 102 - box 3717 Leuven 3000 Belgium su: Parent-teenager relationships Teacher-student relationships Adolescent psychology Psychology Learning disabilities Mentoring Social adjustment Autonomy (Philosophy) sug: subj: Parent-teenager relationships Teacher-student relationships Adolescent psychology Psychology Learning disabilities Mentoring Social adjustment Autonomy (Philosophy) keyword: Loneliness Parents-adolescent relationship Self-concept Teacher Loneliness Parents-adolescent relationship Self-concept Teacher ab: The present study aims to investigate the impact of family-level variables (emotional autonomy and the quality of the parents-adolescent relationship) on socio-emotional adjustment (loneliness and self-esteem) in adolescents with learning disabilities (LDs) and the role of the quality of the teacher-adolescent relationship in moderating the effects of these impacts. The participants are 293 typically developing adolescents (TD group) and 50 adolescents with learning disabilities (LD group), aged between 13 and 20. The following measures were administered: the Emotional Autonomy Scale (EAS), the Loneliness and Aloneness Scale for Children and Adolescents (LACA), the Assessment of Interpersonal Relations (AIR), and the Multidimensional Self Concept Scale (MSCS). The data showed that adolescents with LDs display significantly higher levels of peer-related loneliness, and lower levels of self-concept and perceived quality of relationships with parents and teachers. No significant differences emerged between the groups in emotional autonomy and in parent-related loneliness. Path analysis indicated that, in adolescents with LDs, emotional autonomy was more closely related to self-concept than in typically developing adolescents. A positive teacher-adolescent relationship could have a moderating effect on the relationships between the dimension considered only in the LD group. The findings have important implications for the implementation of intervention programs focused on social and emotional competences in young people with LDs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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