The Relationship between Emotion Regulation, School Belonging, and Psychosocial Difficulties among Adolescents with Specific Learning Disorder.
This study explores the relationship between emotion regulation and psychosocial difficulties among adolescents with a specific learning disorder (SLD) and examines the role of the sense of school belonging in this connection. Participants were 249 seventh- and eighth-grade students diagnosed with S...
| Publicado en: | Children & Schools Vol. 42; no. 4; pp. 216 - 225 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
Oct2020
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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=148569709&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148569709 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15328759 FB3 jtl: Children & Schools issn: 15328759 maglogo: N pubinfo: dt: Oct2020 vid: 42 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 148569709 148569709 148569709 10.1093/cs/cdaa022 148569709 ppf: 216 ppct: 9 formats: fmt: @attributes: type: P tig: atl: The Relationship between Emotion Regulation, School Belonging, and Psychosocial Difficulties among Adolescents with Specific Learning Disorder. aug: au: Kopelman-Rubin, Daphne Siegel, Alana Weiss, Noa Kats-Gold, Inna sug: subj: Learning Disorders Psychosocial Factors Emotional Regulation Students, Middle School Psychosocial Factors Human Adolescence Male Female Hardiness Israel Questionnaires Scales Summated Rating Scaling Coefficient alpha Descriptive Statistics Confidence Intervals Adolescent: 13-18 years Male Female ab: This study explores the relationship between emotion regulation and psychosocial difficulties among adolescents with a specific learning disorder (SLD) and examines the role of the sense of school belonging in this connection. Participants were 249 seventh- and eighth-grade students diagnosed with SLD (146 boys, 103 girls) from 11 urban public schools. The analysis indicated that the total effect of students' emotion regulation on the degree of psychosocial difficulties was significant: the better the students' ability to regulate emotions, the lower their degree of psychosocial difficulties. This association was significantly mediated by a student's sense of school belonging. Furthermore, the better the student's ability to regulate emotions, the higher their sense of school belonging, which was in turn linked with fewer psychosocial difficulties. The article concludes with a discussion of theoretical and applied implications of the findings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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