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1.
We investigated whether being poorly skilled in reading contributes to children's reported feelings of anger, distractibility, anxiety, sadness, loneliness, and social isolation. Data were analyzed from a longitudinal subsample of children (N?=?3,308) participating in the Early Childhood Longitudinal Study–Kindergarten Cohort. Multilevel logistic regression analyses indicated that poor readers in third grade were about twice as likely to consider themselves as angry, distractible, sad, lonely, and unpopular in fifth grade as those who had not been poor readers in third grade. Being poorly skilled in mathematics increased children's risk of feeling sad or lonely but not of feeling angry, distractible, or unpopular. The results provide additional empirical evidence that reading failure contributes to generalized socioemotional maladjustment in young children. 相似文献
2.
Tova Most Michal Al-Yagon Hana Tur-Kaspa Malka Margalit 《International Journal of Disability, Development & Education》2000,47(1):89-105
This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age range from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. Their scores on the phonological awareness measures were lower, they viewed themselves as more lonely, felt less confident about their world, and they were less accepted by their peers. Subgrouping, using the sense of coherence and the combined phonological measure as criteria, revealed that the largest number of children at risk were in the group with lowest levels of coherence and phonological awareness skills. The smallest proportion of high risk children was found in the group characterised by its high sense of coherence and high level of phonological awareness. Thus, children at risk for developing learning disabilities revealed two groups of deficits: phonological awareness difficulties and social-emotional difficulties. The results emphasised the need to examine interrelations between peer acceptance and both cognitive-phonological awareness and emotional domains. 相似文献
3.
The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations. 相似文献
4.
Marie-Hélène Chayer Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2010,25(1):125-140
The first objective of this study was to examine the presence of the impostor phenomenon (IP) among 740 students aged 10 to
12 years old. The second objective was twofold: (1) to examine the link between the impostor feelings and the propensity to
use social comparison and (2) to examine whether this feeling is related to the processes of identification with versus contrast
to others who are either doing better or worse than oneself. Results showed that, although generally of low intensity, the
impostor feelings are indeed present in late elementary school children. A positive link between the impostor feelings and
the propensity to use social comparison was also observed. It also appeared that, more than for others, children who feel
like impostors were likely to differentiate themselves from their more capable peers while identifying themselves with less
capable peers. The discussion focuses on the presence of the IP in late elementary children and on how the upward contrast
and the downward identification may contribute to its development and maintenance. 相似文献
5.
6.
Forming, Losing, Renewing, and Replacing Friendships: Applying Temporal Parameters to the Assessment of Children's Friendship Experiences 总被引：2，自引：0，他引：2
Friendship formation and dissolution were tracked over time in a summer camp to examine whether such events are valid indicators of individual differences in children's friendship adjustment. Subjects were 216 children ages 8–15 years. Sociometric nominations were used to determine the identities of reciprocal friends. Loneliness at camp was also tracked over time. In addition, data on group acceptance, behavioral reputations, social competence, and behavioral problems were gathered from peers and counselors. Analyses suggested that friendship formation and duration were coherent, independent dimensions of individual differences and distinct from the overall extensivity of involvement in friendships. Regression analyses indicated that the temporal parameters of participation in friendship enhanced the prediction of changes in loneliness at camp. Age and sex differences in temporal parameters were explored, and 4 discrete trajectories for friendship involvement were identified. Children with different trajectories differed in their behavioral profiles from one another and from children who were chronically friendless. 相似文献
7.
Hana Tur‐Kaspa 《Learning disabilities research & practice》2004,19(1):3-11
The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings. 相似文献
8.
Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes. 相似文献
9.
Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions 
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下载免费PDF全文 Eleni Andreou Eleni Didaskalou Anastasia Vlachou 《Journal of Research in Special Educational Needs》2015,15(4):235-246
This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull‐out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self‐efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion. 相似文献
10.
Social Skills Learning for Students with Learning Disabilities and Students with Behaviour Disorders
Malka Margalit 《教育心理学》1995,15(4):445-456
This study examined the effects of a computer‐assisted social skills intervention on the social competence and behaviour adjustment of students with special needs. The sample consisted of 114 male students, divided into two groups: 52 students with learning disabilities (LD) (mean age = 12.23; SD = 1.12) and 62 students with behaviour disorders (BD) (mean age = 12.53; SD = 1.34). The students were trained with the “I Found a Solution” computer‐assisted social skill package. The intervention consisted of the computer‐assisted program and teacher‐guided work. Each student was assessed, before and after the training, on: teacher‐rated self‐control and maladjusted behaviours, peer‐rated social acceptance and self‐rated loneliness. Through conceptualisation based on the students’ loneliness and externalising maladjustment, four subgroups were identified: (a) relatively adjusted students; (b) externalising and not‐lonely students; (c) lonely and non‐externalising students; and (d) lonely and externalising students. The analyses included subgroups b, c and d, excluding the relatively adjusted subgroup, adding up to a sample of 83 students (35 students with learning disabilities and 48 students with behaviour disorders). A series of two‐way ANOVAs with repeated measures (grouping by subgrouping, with pre‐/post‐training scores as the repeated measures) revealed that following training, students in both groups felt less lonely and were more accepted by peers. Teachers rated them as demonstrating higher levels of self‐control and decreased externalising and internalising maladjustment. The differential impact of the training between groups (LD/BD) and among subgroups (b/c/d) highlighted the significance of the subtyping approach for understanding the children's social learning profiles and for directing effective social skill programming. 相似文献
11.
Michael J. Guralnick Mary A. Hammond Robert T. Connor 《Early education and development》2006,17(2):203-228
It has been well established that young children with communication disorders (CD) have considerable difficulties interacting socially with peers in free-play settings. The central purpose of this study was to determine whether behavioral adaptations of children with CD could contribute to their peer interaction problems. To accomplish this, the behavioral patterns of reticent, solitary-passive, and solitary-active subtypes of nonsocial play of children with CD were observed in unstructured playgroup settings and compared to the nonsocial play of matched groups of typically developing children. Also examined was whether the associations with peer social interaction measures and child and family characteristics differed among the reticent, solitary-passive, and solitary-active subtypes and whether the context factors of the developmental status and familiarity of peers influenced these patterns. Results revealed that preschool children with CD do not exhibit distinct patterns of nonsocial play and provide no evidence for situation-specific (i.e., with peers) behavioral adaptations despite difficulties interacting with peers. The developmental characteristics of or familiarity with one's peers did not influence these results. Moreover, the peer social interaction patterns corresponding to each subtype, as well as child and family characteristics associated with each subtype, were also similar for both groups of children. Recommendations for preventive intervention programs to minimize future peer interaction problems emphasizing social-information and emotional regulation processes were presented. 相似文献
12.
This study sought to examine distinctions in social competencies between children with learning disabilities (LD) and other children who also experience academic difficulties. Eighty-five children with LD (54 male, 31 female) in Grades 3 through 6 from a large urban school district were compared to a group of low achieving (LA) peers matched on achievement as well as sex, race, and grade. The samples were 42% black, 39% Hispanic, and 19% Anglo. Both groups completed two self-concept questionnaires, a loneliness scale, and a measure of their social relationships outside of school. In addition, their classmates completed a peer rating scale and their teachers completed two ratings of the child's social skills. The results indicated that children with LD and LA children were comparable on most measures, although children with LD reported themselves as being less lonely than LA children. In addition, regular-class children rated children with LD as more likable than LA children. The results highlight similarities in the social competencies of children with LD and LA children and suggest that special education classes may offer some social advantages to children with mild handicaps. 相似文献
13.
The purpose of the present study was to assess the social adaptation of mainstreamed mildly retarded children, comparing them to a matched sample of regular education students. Results indicated that mildly retarded children were quite rejected by their peers, and, compared to nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. With respect to behavioral style, there were no group differences in peer- or teacher-reported aggressiveness or disruptiveness. However, retarded children were perceived as more shy and avoidant, as less cooperative, and as less likely to exhibit leadership skills. Further analysis of the behavioral assessment data, via cluster analysis, revealed 2 subtypes of rejected retarded children: an internalizing group perceived as displaying high levels of shy/avoidant behavior and an externalizing group perceived as high in aggressive and/or disruptive behavior. In addition, the internalizing group reported higher social anxiety than did the externalizing group. Implications for school-based intervention research with mildly retarded children are discussed. 相似文献
14.
The goals of the study were to examine personal resources and social distress during the first month in college among students with learning disabilities (LD) and to compare their experiences with non-LD peer. The sample consisted of 335 first-year undergraduate students falling into two groups: 85 students with LD and 250 non-LD students. Questionnaires assessed hope, dispositional optimism and loneliness. We hypothesised that, after participation in a single-session hope intervention workshop, the hope and optimism levels of both students with LD and without LD would increase, while their loneliness would decrease. However, after a month of facing the academic and social demands of their new college environment, we expected that the hope and optimism scores of students with LD would be lower than their peers without LD and that their loneliness scores would be higher. As hypothesised, both groups reported enhanced hope and optimism, as well as lower loneliness, immediately after the workshop. However, students with LD – but not their peers – returned to baseline levels of hope and loneliness after a month. Loneliness after a month predicted lower hope, after controlling predictors from the beginning of the year. 相似文献
15.
Most T 《Journal of deaf studies and deaf education》2007,12(4):495-503
This study examined the sense of coherence and loneliness of 19 children aged 12-14 years with severe to profound hearing loss. These feelings and their interrelations with speech intelligibility (SI) were examined in 2 settings: in special classes within regular schools (group inclusion) or individuals integrated into regular classes (individual inclusion). Two self-report measures (Loneliness Questionnaire and Sense of Coherence Scale) and one SI measure were utilized. Results indicated no significant differences between sense of coherence and loneliness scores of children in the 2 settings. Children in group inclusion received a significantly lower average SI score than did children who were in individual inclusion. Examination of the relations between SI and loneliness and coherence in each educational setting revealed no significant relations among these measures for the children in the group inclusion, whereas significant correlations did emerge for the children who were in individual inclusion. The study emphasized the importance of good SI not only for basic communication but also as a factor that affects the child's social and emotional feelings. In selecting a school setting, it is important to look beyond academic factors and not to ignore the significant effect of SI on the child's well being in school. 相似文献
16.
The role of behavioral, sociometric, and attributional indices of social functioning in the development of peer-related loneliness was investigated in a short-term longitudinal study. Data were collected across a 1-year time span on 3 occasions from 128 third- through sixth-graders. Results were consistent with an additive model of loneliness. Withdrawn social behavior, lower peer acceptance, few or no friendships, and an internal-stable attributional style predicted higher levels of concurrent and future loneliness. Children who declined in peer acceptance, lost friends, and gained in internal-stable attributions showed gains in loneliness. Subgroup analyses indicated that children with no friends reported more loneliness than children with 1 or more friends; low-status friendless children reported more loneliness than low-status children with one or more friends; and low-status friendless children reported more loneliness than average- and high-status friendless children. Taken together, the findings suggest that loneliness in middle childhood is a stable phenomenon located in a complex web of interrelated aspects of social functioning. 相似文献
17.
English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language 下载免费PDF全文
下载免费PDF全文 Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4–5). Academic attainment was assessed in reception and Year 2 (ages 6–7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry. 相似文献
18.
Charting the Relationship Trajectories of Aggressive, Withdrawn, and Aggressive/Withdrawn Children during Early Grade School 总被引：8，自引：0，他引：8
The premises examined in this longitudinal investigation were that specific behavioral characteristics place children at risk for relationship maladjustment in school environments, and that multiple behavioral risks predispose children to the most severe and prolonged difficulties. Aggressive, withdrawn, and aggressive/withdrawn children were compared to normative and matched control groups on teacher and peer relationship attributes, loneliness, and social satisfaction from kindergarten (M age = 5 years, 7 months; n = 250) through grade 2 (M age = 8.1; n = 242). Children's withdrawn behavior was neither highly stable nor predictive of relational difficulties, as their trajectories resembled the norm except for initially less close and more dependent relationships with teachers. Aggressive behavior was fairly stable, and associated with early-emerging, sustained difficulties including low peer acceptance and conflictual teacher-child relationships. Aggressive/withdrawn children evidenced the most difficulty: compared to children in the normative group, they were consistently more lonely, dissatisfied, friendless, disliked, victimized, and likely to have maladaptive teacher-child relationships. Findings are discussed with respect to recent developments in two prominent literatures: children at-risk and early relationship development. 相似文献
19.
With an increasing number of young children participating in preschool education, this study determined whether peer effects are present in this earliest sector of schooling. Specifically, this work examined whether peer effects were influential to preschoolers' growth in language skills over an academic year and whether peer effects manifest differently based on children's status in reference to their peers. Peer effects were assessed for 338 children in 49 classrooms. A significant interaction between the language skills of children's classmates and children's fall language skills indicated that peer effects were strongest for children with low language skills who were in classrooms that served children with relatively low skill levels, on average. Findings further showed that reference status, or children's relative standing to their peers, has the greater consequence for children with very low language skills in relation to their peers. 相似文献
20.
To examine the relations of preschoolers' social acceptance to peer ratings and self-perceptions, 53 preschoolers were asked to rate how much they liked or disliked their peers and to justify these ratings. Preschoolers also rated their peers' aggressive, prosocial, and sociable behavior. Finally, they completed a pictorial self-perception scale that assessed their views of their physical competence and their relationships with mother and with peers. Children who were better liked by peers were rated as more prosocial, more sociable, and less aggressive than less liked children. Preschoolers often reported liking certain peers because they perceived that those peers liked them; they often reported disliking certain peers because they perceived those peers as aggressive. In contrast to findings with older children, preschoolers' social acceptance was not significantly related to any aspect of their self-perceptions. The results provide evidence for the validity of peer ratings by preschool-age children and bring up issues related to the development and assessment of self-perceptions among preschoolers. 相似文献