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1.
John K. McNamara Teena Willoughby Heather Chalmers 《Learning disabilities research & practice》2005,20(4):234-244
Some researchers suggest that having a learning disability (LD) may act as a risk factor, increasing the likelihood that adolescents experience more negative outcomes in many areas of their lives. However, researchers have yet to examine in one study how having LD with and without attention deficit hyperactivity disorder (ADHD) is related to a comprehensive set of psychosocial variables across a diverse set of domains (e.g., peer, family, school, intrapersonal). The purpose of the present study was to address that limitation by comparing the perceptions of adolescents with LD (N= 230), with comorbid LD/ADHD (N= 92), and without LD or ADHD (N= 322) regarding their academic orientation, temperament, well‐being, loneliness, parental relationships, victimization, activities, and friendships. Results are consistent with the hypothesis that LD may indeed act as a risk factor increasing the likelihood of more negative outcomes. The results also indicate that for some psychosocial variables this likelihood may be increased in adolescents with comorbid LD/ADHD. The findings have important implications for stakeholders concerned about supporting adolescents with LD with and without comorbid ADHD. 相似文献
2.
G P Richards S J Samuels J E Turnure J E Ysseldyke 《Journal of learning disabilities》1990,23(2):129-136
Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibiting impulsive responding. Subjects with LD made more errors than controls on a selective attention task when letter distractors were adjacent to the target letter but not when they were distant, and more correct responses than controls when facilitating letters were adjacent to the target, suggesting that students with LD are less able to narrow the focus of their attention. Longer response times by students with LD indicate that they have slower information-processing skills than controls. Regrouping students according to teacher ratings for attention deficit-hyperactivity disorder (ADHD) yielded the customary impulsive response set on the CPT and more errors on the selective attention task, but no differences on response times for students with ADHD. LD students with ADHD made more errors than LD students without ADHD when letter distractors were adjacent to the target letter. 相似文献
3.
Given growing numbers of college students with attention deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD), it is important to understand why these students choose ADD (“executive function”) coaching to enhance their academic success when more traditional forms of campus support already offer this help. Fifty‐four undergraduates with ADHD and/or LD participated in a study of their experiences with coaching. To better understand students’ perspectives on the manner in which coaching helped them minimize executive function challenges while addressing academic goals, a purposive sample of seven of these students participated in two interviews. All seven described highly self‐determined approaches to goal attainment that they associated with coaching. These students also reported that, in contrast to traditional campus services, coaching focused primarily on supporting their emerging autonomy, helping them develop and manage their executive function skills and promoting their self‐efficacy and confidence about future success. Findings are linked to recommendations for additional research and service delivery options. 相似文献
4.
University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention‐deficit/hyperactivity disorder (ADHD), social–emotional factors have received less attention. Such factors may play an important role in self‐regulation of learning. This study investigated the relations among self‐compassion, self‐acceptance of an LD, and self‐regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self‐identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self‐compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self‐acceptance of an LD, self‐compassion, and self‐regulated learning. 相似文献
5.
Martin H. Jones Morgan T. James Chalon Johnson 《British Journal of Special Education》2023,50(1):83-103
The current study examined whether students' social goals might help explain why students with learning disabilities (LD) often have lower social status in school. Participants included 336 rural and ethnically diverse high school students (of whom 16 had a LD diagnosis). Participants reported on their social status, popularity goals, and social preference goals. Findings support that students with a LD diagnosis are regularly members of less popular peer groups, but are fully socially integrated within their peer groups. Findings also note that students with and without a LD diagnosis generally had similar social preference and popularity goals. Thus, the popularity of students with a LD diagnosis is unlikely due to psychological desires for popularity, but more likely to be due to other social experiences. 相似文献
6.
Cathy W. Hall Andrea D. Peterson Raymond E. Webster Larry M. Bolen Michael B. Brown 《Psychology in the schools》1999,36(6):505-514
The current study examined the ability of children diagnosed as having Attention‐Deficit Hyperactive Disorder (ADHD) with and without a learning disability to perceive nonverbal social cues in comparison to their non‐ADHD peers. In addition, teacher ratings of students' social perceptions were obtained. Participants in the study were 45 students between the ages of seven and ten years who were identified as 1) ADHD only, 2) ADHD with a learning disability (ADHD/LD), and 3) a control group with no diagnosis. The Diagnostic Analysis of Nonverbal Accuracy(DANVA) and the Social Perception Behavior Rating Scale(SPBRS) were used to measure social perceptions. The DANVA was administered twice to each child in the ADHD and ADHD/LD groups: once while the ADHD and ADHD/LD participants were on medication and once off medication. The ADHD/LD group demonstrated significant difficulty in comparison to their peers in perceiving paralanguage cues effectively. The ADHD/LD group also showed significant improvement on the Postures and Paralanguage subtests during on‐medication conditions. © 1999 John Wiley & Sons, Inc. 相似文献
7.
In the context of competitive classroom settings and relativistic assessment schedules, some groups of students may particularly benefit from an emphasis on personal progress and personal growth approaches to their academic development. Building on recent promising results from general samples of high school students (undifferentiated by academically at-risk sub-groups within them) and dominant models of attention and executive functioning, the present study examines the potential of personal best (PB) goals for students with attention-deficit/hyperactivity disorder (ADHD). The study focuses on N = 87 students with ADHD and N = 3374 non-ADHD peers from the same schools and year levels – in addition to a supplementary analysis of a randomly drawn non-ADHD sub-sample of N = 87 and a second supplementary analysis controlling for achievement. Multi-group multivariate path analyses demonstrated (a) significant and positive associations between PB goals and academic outcomes (achievement and behavioral engagement) for students with ADHD, (b) similar positive effects for non-ADHD students (N = 3374), (d) replicated results with the randomly drawn non-ADHD sub-sample (N = 87), (e) similar findings when controlling for achievement, and (f) absolute parameter estimates that trended larger for students with ADHD than non-ADHD students. These findings indicate that the positive role of PB goals may generalize across diverse student groups and that there appears to be merit in broadly promoting PB goals amongst ADHD (and, potentially, other academically at-risk students) and non-ADHD students alike. 相似文献
8.
Abigail Reaser Frances Prevatt Yaacov Petscher Briley Proctor 《Psychology in the schools》2007,44(6):627-638
This study compared learning and study strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given. © 2007 Wiley Periodicals, Inc. 相似文献
9.
Timothy Lackaye Malka Margalit Orit Ziv Tahel Ziman 《Learning disabilities research & practice》2006,21(2):111-121
The goals of this study were to compare self‐perceptions of self‐efficacy, mood, effort, and hope between 123 adolescents with learning disabilities (LD) and a group of 123 Non‐LD peers, who were matched for their level of academic performance and gender, and to explore the relations between measures of self‐perception and achievement. The results showed that students with LD reported lower academic self‐efficacy and lower social self‐efficacy. They also rated their mood as more negative and reported lower levels of hope and less investment of effort in their academic work. At the same time, no significant differences were found for emotional self‐efficacy in comparison to the Non‐LD peer group. In addition, among students with LD who were successful in their studies, a subgroup continued to report low levels of hope. The results demonstrated that even when the academic performance of students with LD is similar to their Non‐LD peers, their specific and global self‐perceptions continue to reflect their distress. It is not clear if these results represent past difficulties, day‐to‐day struggles, and/or future worries. Resilience models are proposed and research limitations are specified. 相似文献
10.
The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness and ASE. The sample consisted of 178 female students from the special education programme in a teachers’ college, divided into two subgroups: 59 students with LD and 119 students without LD. The following questionnaires were used: the loneliness scale; ASE; Internet and smartphone activities; hope, optimism and SOC. As expected, students with LD reported higher levels of loneliness and lower levels of ASE. Multiple hierarchical regression analyses showed that the use of the Internet for avoidance coping was a significant predictor for the loneliness and ASE. Results of the mediation analysis further demonstrated that LD was positively associated with online avoidance coping. However, hopeful thinking had a significant mediation effect between LD and online avoidance coping. Students with LD who have hopeful thinking were less engaged in avoidance coping than their peers, focusing attention on the importance of hope as a mediation factor. 相似文献
11.
Dongil Kim Eunyoung Koh Sora Jeong Kijyung Lee Boongnyun Kim Ienai Kim 《Asia Pacific Education Review》2011,12(4):581-591
Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders,
and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more
difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent
results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp
the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following
research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined
the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we
investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention
problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally,
we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity
on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of
ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary
to conduct multidisciplinary research and international comparison research. 相似文献
12.
AbstractSome resilient students with LD succeed ‘against the odds’ and reach college. The goals of the study are to explore their resources and barriers during their studies. The relationships between academic self-efficacy (ASE) and personal resources (sense of coherence (SOC) and hope) among college students with learning disabilities (LD) will be examined. The sample consisted of 438 college students divided into two subgroups: 149 students with LD and 289 Non-LD students. Results indicated that college students with LD reported lower levels of ASE, as well as lower levels of hope subscales and SOC. Persistent challenges of early learning distress experienced by those students during school periods continue to be prevalent during their college years. The ASE was predicted by the personal resources, and the risk factor (tiredness lost its significance). The importance of personal resources (SOC and hope subscales) was further emphasised by the mediation model (PROCESS). They mediated the relationships between LD and ASE. These outcomes call for empowering interventional programmes in order to promote hopeful thinking and personal coherence. 相似文献
13.
Maya Kalman-Halevi Rony Tutian Yehuda Peled 《Learning disabilities research & practice》2023,38(3):239-247
This study examined the emotional costs and well-being of postsecondary students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) who faced a sudden shift to emergency remote teaching (ERT) during the COVID-19 pandemic. The study was conducted with 237 postsecondary students in Israel from June to July 2020. With regard to online learning, the LD/ADHD subjects reported significantly higher levels of stress, anxiety, and depression and lower well-being than their neurotypical counterparts. However, no significant differences were found in emotional costs and well-being when the same students had experienced online learning prior to the pandemic. These findings have practical implications for policymakers in academia with regard to the emotional toll of online learning among students with LD/ADHD and their specific needs when facing ERT during the COVID-19 pandemic as well as the contribution of previous online learning when facing ERT. 相似文献
14.
Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals 总被引：1，自引：0，他引：1
This paper examines the mediating role of students’ goals in group work at university. Research on cooperative and collaborative learning has provided empirical support for the cognitive, motivational and social benefits of group work but the antecedents of motivation and ongoing management of emerging motivational and socio‐emotional issues have received less attention. A theory of self‐regulation that incorporates students’ personal goals and perceptions of context, combined with a sociocultural perspective on co‐regulation of individuals and contexts, can help understand why and how some groups resolve their social challenges while others are less successful. An empirical study highlighted the mediating role of students’ goals in their appraisals of group assignments, perceptions of various aspects of the contexts, and in turn regulation strategies to achieve their goals. Qualitative differences were found in the regulation strategies of students with positive and negative appraisals. 相似文献
15.
《Learning disabilities research & practice》2017,32(4):246-256
Two relatively common disabilities reported by college students are attention‐deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the effect of support services on the GPA of students with LD and/or ADHD at a campus that specifically serves this population by tracking students’ support service usage and GPAs over a 5‐year period. Results indicate that although most students who choose to receive coaching support experience academic gains, it is students with ADHD who obtain the greatest gains in GPA as a result of this support. Additionally, although tutoring can be of benefit to all students, significant GPA gains were obtained only for students with an LD diagnosis. Thus, there is a need to provide targeted supports aimed at addressing students’ specific areas of challenge. 相似文献
16.
Early childhood education is a developmental period in which early symptoms of attention deficit hyperactivity disorder (ADHD) can be observed. This work examines the educational background of 206 children, from the ages of three to five years (109 of them with an ADHD diagnosis and 97 without a clinical diagnosis), by analysing 306 reports from their teachers. The aim of this study is to discover if these educational reports reflect differences in academic performance and behaviour between both groups. The 123 educational goals analysed in the reports have been classified into 15 categories. A nonparametric analysis (Chi square) was performed on each variable to compare ADHD/control groups. Our results claim that ADHD children show more difficulties in different curricular and behavioural aspects like attention, self-regulation, independence, motivation, basic learning, social relationships, motor skills and communication. These reports are useful in identifying children who are at risk of developing the disorder and in establishing intervention goals that decrease negative effects in children’s development. 相似文献
17.
18.
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
19.
Katherine Carnazzo Erin Dowdy Michael J. Furlong Matthew P. Quirk 《Psychology in the schools》2019,56(3):433-446
Students with learning disabilities (LD) represent a vulnerable population and are at higher risk for social and emotional challenges compared to their peers without LD. A strengths‐based orientation is recommended to encourage building resilience factors to counteract the negative effects of LD over the lifespan. To identify areas of strength and areas for growth, measurement tools that are appropriate for the population of students with LD are needed. This study examined the psychometric properties of the Social Emotional Health Survey—Secondary for use with students with LD. Data from students in three secondary schools (n = 2,847) were used to confirm the factor structure, establish measurement invariance, and compare the social–emotional profiles of students with and without LD. The LD group was found to report lower overall social–emotional strengths than those of their non‐LD peers. Implications for practitioners and researchers are discussed. 相似文献
20.
Much attention has been given to investigating specific self-regulatory processes within a single goal context, yet little is known about how students manage to pursue multiple goals. We adopted a multi-method approach to examine the content of college students’ (N = 365) multiple goals, interrelations of goals in a goal network, and the role of self-regulatory processes during multiple goal pursuit. First, using thematic coding of qualitative data, we identified different types of academic, social, and well-being goals that students pursue within a particular college course. Second, using data visualization, we illustrated how these goals are dynamically connected to each other within a goal network. Finally, using mediation analysis of quantitative data, we found that students’ perceptions of the interrelations of goals were associated with academic, social, and well-being outcomes, either directly or indirectly through the use of motivational regulation strategies. 相似文献