School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities.
This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 2...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 54; no. 11; pp. 4111 - 4130 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Nov2024
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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=180153912&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180153912 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Nov2024 vid: 54 iid: 11 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 180153912 173216541 180153912 180153912 10.1007/s10803-023-06127-y 180153912 ppf: 4111 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities. aug: au: Dubé, Céleste Morin, Alexandre J.S. Olivier, Elizabeth Gilbert, William Tracey, Danielle Craven, Rhonda G. Maïano, Christophe affil: https://ror.org/0420zvk78 Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada sug: subj: Intellectual Disability Students with Disabilities Psychosocial Factors Schools, Special Psychosocial Factors Anxiety Risk Factors Anxiety Risk Factors Anxiety Risk Factors Risk Assessment Human Male Female Child Adolescence Young Adult Canada Australia Prospective Studies Self Report Funding Source Information Needs Needs Assessment Victims Bullying School Violence Peer Group Child: 6-12 years Adolescent: 13-18 years Male Female ab: This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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