Perceived Close Relationships with Parents, Teachers, and Peers: Predictors of Social, Emotional, and Behavioral Features in Adolescents With LD or Comorbid LD and ADHD

Autor/in	Al-Yagon, Michal
Titel	Perceived Close Relationships with Parents, Teachers, and Peers: Predictors of Social, Emotional, and Behavioral Features in Adolescents With LD or Comorbid LD and ADHD
Quelle	In: Journal of Learning Disabilities, 49 (2016) 6, S.597-615 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415620569
Schlagwörter	Parent Child Relationship; Teacher Student Relationship; Peer Relationship; Predictor Variables; Adolescents; High School Students; Grade 10; Grade 11; Urban Areas; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Comorbidity; Foreign Countries; Structural Equation Models; Student Adjustment; Attitude Measures; Behavior Rating Scales; Friendship; Psychological Patterns; Comparative Analysis; Intelligence Tests; Behavior Problems; Multivariate Analysis; Correlation; Attachment Behavior; Israel; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Prädiktor; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Urban area; Stadtregion; Learning handicap; Lernbehinderung; Ausland; Adjustment; Adaptation; Freundschaft; Intelligence test; Intelligenztest; Multivariate Analyse; Korrelation; Attachment; Bindungsverhalten
Abstract	This study examined the role of adolescents' perceived close relationships with significant others (attachment relationships with mothers/fathers, appraisal of homeroom teacher as secure base, and quality of peer friendship) in explaining differences in their socioemotional and behavioral functioning (peer-network/peer-dyadic loneliness, positive/negative affect, and externalizing/internalizing problems), among adolescents with learning disabilities (LD), with comorbid LD and attention-deficit/hyperactivity disorder (ADHD), or with typical development (TD). Participants were 280 adolescents in Grades 10 through 11 in three groups: LD (n = 90), comorbid LD and ADHD (n = 91), and TD (n = 98). Preliminary analyses yielded significant group differences on most socioemotional and behavioral measures. Structural equation modeling (SEM) analysis indicated high fit between the theoretical model and empirical findings and partially different patterns of relationships among the model's components for the three populations. The discussion focuses on the possible unique value of close relationships with each significant attachment figure for adolescents with LD, comorbid LD-ADHD, and TD. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01