Social Relationships among Adolescents with Disabilities: Unique and Cumulative Associations with Adjustment

Autor/inn/en	Pham, Yen K.; Murray, Christopher
Titel	Social Relationships among Adolescents with Disabilities: Unique and Cumulative Associations with Adjustment
Quelle	In: Exceptional Children, 82 (2016) 2, S.234-250 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915585491
Schlagwörter	Adolescents; Disabilities; Parent Child Relationship; Teacher Student Relationship; Peer Relationship; Mentors; Correlation; Student School Relationship; Trust (Psychology); Alienation; Social Capital; Principals; Secondary School Teachers; Measures (Individuals); Student Surveys; Teacher Surveys; Life Satisfaction; Likert Scales; Reliability; Regression (Statistics) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Handicap; Behinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Korrelation; Schüler-Lehrer-Beziehung; Entfremdung; Sozialkapital; Principal; Schulleiter; Messdaten; Schülerbefragung; Lebensvollendung; Likert-Skala; Reliabilität; Regression; Regressionsanalyse
Abstract	This exploratory study investigated linkages between parent, peer, teacher, and mentor relationships and adjustment among adolescents with disabilities. The sample included 228 high school students with disabilities (65% male, 50% White) across four states. Overall findings indicate that students' social relationships were significantly associated with life satisfaction, problem behaviors, and school bonding and that teacher-student relationships contributed significant unique variance to these outcomes over and above influences of parents and peers. An analysis of specific dimensions of relationships indicated that trust and alienation in teacher-student relationships were particularly strong predictors of adjustment. Mentors also contributed significantly to the life satisfaction of youth. Collectively, our findings indicate that nonfamilial adults significantly contributed to the overall well-being of youth with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01