Social Status, Popularity Goals and Students with Learning Disabilities: An Initial Investigation

Autor/inn/en	Jones, Martin H.; James, Morgan T.; Johnson, Chalon
Titel	Social Status, Popularity Goals and Students with Learning Disabilities: An Initial Investigation
Quelle	In: British Journal of Special Education, 50 (2023) 1, S.83-103 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Martin H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12445
Schlagwörter	Social Status; Students with Disabilities; Rural Schools; Ethnic Groups; Student Diversity; High School Students; Goal Orientation; Peer Acceptance; Identification; Peer Groups; Preferences; Student Attitudes; Social Integration; Peer Relationship + Suchen Sie Ihr Suchwort? Sozialer Status; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ethnie; High school; High schools; Oberschule; Zielorientierung; Zielvorstellung; Identifikation; Identifizierung; Gleichaltrigengruppe; Peer Group; Schülerverhalten; Soziale Integration; Peer-Beziehungen
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01