Perception of Competence: Risk and Protective Predictors Following an E-Self-Advocacy Intervention for Adolescents with Learning Disabilities

Autor/inn/en	Kotzer, Efrat; Margalit, Malka
Titel	Perception of Competence: Risk and Protective Predictors Following an E-Self-Advocacy Intervention for Adolescents with Learning Disabilities
Quelle	In: European Journal of Special Needs Education, 22 (2007) 4, S.443-457 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Competence; At Risk Persons; Predictor Variables; Advocacy; Intervention; Learning Disabilities; Adolescents; Computer Assisted Instruction; Grade 7; Grade 8; Grade 9; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Kompetenz; Risikogruppe; Prädiktor; Sozialanwaltschaft; Learning handicap; Lernbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Computer based training; Computerunterstützter Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland
Abstract	The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self-advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five-month virtual-supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self-perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e-supported self advocacy programme for enhancing competence among students with LD. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10