Skip to main content
Top
Gepubliceerd in: Journal of Child and Family Studies 3/2017

05-11-2016 | Original Paper

Quality of Relationship with Parents and Emotional Autonomy as Predictors of Self Concept and Loneliness in Adolescents with Learning Disabilities: The Moderating Role of the Relationship with Teachers

Auteurs: Marinella Majorano, Margherita Brondino, Marika Morelli, Marlies Maes

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 3/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The present study aims to investigate the impact of family-level variables (emotional autonomy and the quality of the parents-adolescent relationship) on socio-emotional adjustment (loneliness and self-esteem) in adolescents with learning disabilities (LDs) and the role of the quality of the teacher-adolescent relationship in moderating the effects of these impacts. The participants are 293 typically developing adolescents (TD group) and 50 adolescents with learning disabilities (LD group), aged between 13 and 20. The following measures were administered: the Emotional Autonomy Scale (EAS), the Loneliness and Aloneness Scale for Children and Adolescents (LACA), the Assessment of Interpersonal Relations (AIR), and the Multidimensional Self Concept Scale (MSCS). The data showed that adolescents with LDs display significantly higher levels of peer-related loneliness, and lower levels of self-concept and perceived quality of relationships with parents and teachers. No significant differences emerged between the groups in emotional autonomy and in parent-related loneliness. Path analysis indicated that, in adolescents with LDs, emotional autonomy was more closely related to self-concept than in typically developing adolescents. A positive teacher-adolescent relationship could have a moderating effect on the relationships between the dimension considered only in the LD group. The findings have important implications for the implementation of intervention programs focused on social and emotional competences in young people with LDs.
Literatuur
go back to reference Al-Yagon, M. (2003). Children at-risk for developing learning disorders: Multiple perspectives. Journal of Learning Disabilities, 36, 318–335.CrossRefPubMed Al-Yagon, M. (2003). Children at-risk for developing learning disorders: Multiple perspectives. Journal of Learning Disabilities, 36, 318–335.CrossRefPubMed
go back to reference Al-Yagon, M. (2007). Socio-emotional and behavioural adjustment among school-age children with learning disabilities: The moderating role of maternal personal resources. Journal of Special Education, 40, 205–217.CrossRef Al-Yagon, M. (2007). Socio-emotional and behavioural adjustment among school-age children with learning disabilities: The moderating role of maternal personal resources. Journal of Special Education, 40, 205–217.CrossRef
go back to reference Al-Yagon, M. (2010). Maternal emotional resources and socio- emotional well-being of children with and without learning disabilities. Family Relations, 59, 152–169.CrossRef Al-Yagon, M. (2010). Maternal emotional resources and socio- emotional well-being of children with and without learning disabilities. Family Relations, 59, 152–169.CrossRef
go back to reference Al-Yagon, M. (2011). Adolescents’ subtypes of attachment security with fathers and mothers and self-perceptions of socio-emotional adjustment. Psychology, 2, 291–299.CrossRef Al-Yagon, M. (2011). Adolescents’ subtypes of attachment security with fathers and mothers and self-perceptions of socio-emotional adjustment. Psychology, 2, 291–299.CrossRef
go back to reference Al-Yagon, M. (2012). Adolescents with learning disabilities: socio-emotional and behavioral functioning and attachment relationships with fathers, mothers, and teachers. Journal of Youth and Adolescence, 41, 1294–1311.CrossRefPubMed Al-Yagon, M. (2012). Adolescents with learning disabilities: socio-emotional and behavioral functioning and attachment relationships with fathers, mothers, and teachers. Journal of Youth and Adolescence, 41, 1294–1311.CrossRefPubMed
go back to reference Al-Yagon, M., & Margalit, M. (2006). Loneliness, sense of coherence and perception of teachers as a secure base among children with reading difficulties. European Journal of Special Needs Education, 21, 21–37.CrossRef Al-Yagon, M., & Margalit, M. (2006). Loneliness, sense of coherence and perception of teachers as a secure base among children with reading difficulties. European Journal of Special Needs Education, 21, 21–37.CrossRef
go back to reference Al-Yagon, M., & Margalit, M. (2013). Social cognition of children and adolescents with LD: intrapersonal and interpersonal perspectives. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (2nd. ed.). (pp. 278–292). New York: Guilford Press. Al-Yagon, M., & Margalit, M. (2013). Social cognition of children and adolescents with LD: intrapersonal and interpersonal perspectives. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (2nd. ed.). (pp. 278–292). New York: Guilford Press.
go back to reference Al-Yagon, M., & Mikulincer, M. (2004). Socio-emotional and academic competence and social interrelations among children with learning disorders: The mediational role of attachment-based factors. Journal of Special Education, 38, 111–124.CrossRef Al-Yagon, M., & Mikulincer, M. (2004). Socio-emotional and academic competence and social interrelations among children with learning disorders: The mediational role of attachment-based factors. Journal of Special Education, 38, 111–124.CrossRef
go back to reference Al-Yagon, M., & Mikulincer, M. (2006). Children’s appraisal of teacher as a secure base and their socio-emotional and academic adjustment in middle childhood. Research in Education, 75, 1–18.CrossRef Al-Yagon, M., & Mikulincer, M. (2006). Children’s appraisal of teacher as a secure base and their socio-emotional and academic adjustment in middle childhood. Research in Education, 75, 1–18.CrossRef
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (5th ed.).Arlington, VA: American Psychiatric Publishing.CrossRef American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (5th ed.).Arlington, VA: American Psychiatric Publishing.CrossRef
go back to reference Beyers, W., Goossens, L., van Calster, B., & Duriez, B. (2005). An alternative substantive factor structure for the emotional autonomy scale. European Journal of Psychological Assessment, 21, 147–155.CrossRef Beyers, W., Goossens, L., van Calster, B., & Duriez, B. (2005). An alternative substantive factor structure for the emotional autonomy scale. European Journal of Psychological Assessment, 21, 147–155.CrossRef
go back to reference Blos, P. (1979). The adolescent passage. Developmental issues. New York: International Universities Press. Blos, P. (1979). The adolescent passage. Developmental issues. New York: International Universities Press.
go back to reference Bowlby, J. (1973). Attachment and loss: anxiety, anger, and separation. New York: Basic Books. Bowlby, J. (1973). Attachment and loss: anxiety, anger, and separation. New York: Basic Books.
go back to reference Bracken, B. A. (1993a). Multidimensional self concept scale. Austin, TX: Pro-Ed. Bracken, B. A. (1993a). Multidimensional self concept scale. Austin, TX: Pro-Ed.
go back to reference Bracken, B. A. (1993b). Assessment of interpersonal relations. Austin, TX: Pro-Ed. Bracken, B. A. (1993b). Assessment of interpersonal relations. Austin, TX: Pro-Ed.
go back to reference Bracken, B.A. (1996). Test delle relazioni interpersonali-TRI. Trento: Erickson. Bracken, B.A. (1996). Test delle relazioni interpersonali-TRI. Trento: Erickson.
go back to reference Bracken B.A. (2003). Test di valutazione Multidimensionale dell’Autostima-TMA. Trento: Erickson. Bracken B.A. (2003). Test di valutazione Multidimensionale dell’Autostima-TMA. Trento: Erickson.
go back to reference Britzman, D. P. (2012). The adolescent teacher: A psychoanalytic note on regression in the professions. Journal of Infant, Child, and Adolescent Psychotherapy, 11, 272–283.CrossRef Britzman, D. P. (2012). The adolescent teacher: A psychoanalytic note on regression in the professions. Journal of Infant, Child, and Adolescent Psychotherapy, 11, 272–283.CrossRef
go back to reference Cosden, M., Elliott, K., Noble, S., & Kelemen, E. (1999). Self-understanding and self-esteem in children with learning disabilities. Learning Disability Quarterly, 22, 279–291.CrossRef Cosden, M., Elliott, K., Noble, S., & Kelemen, E. (1999). Self-understanding and self-esteem in children with learning disabilities. Learning Disability Quarterly, 22, 279–291.CrossRef
go back to reference De Beni, R., & Moè, A. (2000). Motivazione e Apprendimento. Bologna: Il Mulino. De Beni, R., & Moè, A. (2000). Motivazione e Apprendimento. Bologna: Il Mulino.
go back to reference de Boer, A., Pijl, S. J., & Minnaert, A. (2010). Regular primary school teachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15, 331–353.CrossRef de Boer, A., Pijl, S. J., & Minnaert, A. (2010). Regular primary school teachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15, 331–353.CrossRef
go back to reference den Brok, P. (2001). Teaching and student outcomes. A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W.C.C. den Brok, P. (2001). Teaching and student outcomes. A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W.C.C.
go back to reference Feagans, L. V., Merriwether, A. M., & Haldane, D. (1991). Achievement in children with learning disabilities. Journal of Learning Disabilities, 24, 413–420.CrossRefPubMed Feagans, L. V., Merriwether, A. M., & Haldane, D. (1991). Achievement in children with learning disabilities. Journal of Learning Disabilities, 24, 413–420.CrossRefPubMed
go back to reference Feurer, D. P., & Andrews, J. J. W. (2009). School-related stress and depression on adolescents with and without learning disabilities: An exploratory study. The Alberta Journal of Educational Research, 55, 92–108. Feurer, D. P., & Andrews, J. J. W. (2009). School-related stress and depression on adolescents with and without learning disabilities: An exploratory study. The Alberta Journal of Educational Research, 55, 92–108.
go back to reference Forgan, J. W., & Vaughn, S. (2000). Adolescents with and without LD make the transition to middle school. Journal of Learning Disabilities, 33, 33–44.CrossRefPubMed Forgan, J. W., & Vaughn, S. (2000). Adolescents with and without LD make the transition to middle school. Journal of Learning Disabilities, 33, 33–44.CrossRefPubMed
go back to reference Gerber, P. J., & Reiff, H. (1994). Learning disabilities in adulthood: persisting problems and evolving issues. Stoneham, MA: Butterworth-Heinemann. Gerber, P. J., & Reiff, H. (1994). Learning disabilities in adulthood: persisting problems and evolving issues. Stoneham, MA: Butterworth-Heinemann.
go back to reference Goldberg, R. J., Higgins, E. L., Raskind, M. H., & Herman, K. L. (2003). Predictors of success in individuals with learning disabilities: A qualitative analysis of a 20-year longitudinal study. Learning Disabilities Research & Practice, 18, 222–236.CrossRef Goldberg, R. J., Higgins, E. L., Raskind, M. H., & Herman, K. L. (2003). Predictors of success in individuals with learning disabilities: A qualitative analysis of a 20-year longitudinal study. Learning Disabilities Research & Practice, 18, 222–236.CrossRef
go back to reference Goossens, L., Lasgaard, M., Luyckx, K., Vanhalst, J., Mathias, S., & Masy, E. (2009). Loneliness and solitude in adolescence: A confirmatory factor analysis of alternative models. Personality and Individual Differences, 47, 890–894.CrossRef Goossens, L., Lasgaard, M., Luyckx, K., Vanhalst, J., Mathias, S., & Masy, E. (2009). Loneliness and solitude in adolescence: A confirmatory factor analysis of alternative models. Personality and Individual Differences, 47, 890–894.CrossRef
go back to reference Hale, J. B., Alfonso, V., Berninger, B., Bracken, B., Christo, C., Clark, E., & Yalof, J. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223–236.CrossRef Hale, J. B., Alfonso, V., Berninger, B., Bracken, B., Christo, C., Clark, E., & Yalof, J. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223–236.CrossRef
go back to reference Hammill, J. (1990). Defining learning disabilities. Journal of Learning Disability, 23, 74–84.CrossRef Hammill, J. (1990). Defining learning disabilities. Journal of Learning Disability, 23, 74–84.CrossRef
go back to reference Heiligenstein, E., Guenther, G., Levy, A., Savino, F., & Fulwiler, J. (1999). Psychological and academic functioning in college students with ADHD. Journal of American College Health, 56, 601–606. Heiligenstein, E., Guenther, G., Levy, A., Savino, F., & Fulwiler, J. (1999). Psychological and academic functioning in college students with ADHD. Journal of American College Health, 56, 601–606.
go back to reference Hoke, J. K. (2004). Parents as coping resources for adolescents with learning disabilities. Austin: University of Texas. Unpublished doctoral dissertation. Hoke, J. K. (2004). Parents as coping resources for adolescents with learning disabilities. Austin: University of Texas. Unpublished doctoral dissertation.
go back to reference Hornstra, L. E., Denessen, J., Bakker, L. V., Bergh, D., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43, 515–529.CrossRefPubMed Hornstra, L. E., Denessen, J., Bakker, L. V., Bergh, D., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43, 515–529.CrossRefPubMed
go back to reference Idan, O., & Margalit, M. (2014). Socio-emotional self-perceptions, family climate and hopeful thinking among students with learning disabilities and typically achieving students from the same classes. Journal of Learning Disabilities, 47, 136–152.CrossRefPubMed Idan, O., & Margalit, M. (2014). Socio-emotional self-perceptions, family climate and hopeful thinking among students with learning disabilities and typically achieving students from the same classes. Journal of Learning Disabilities, 47, 136–152.CrossRefPubMed
go back to reference Ingoglia, S. (2001). Contributo alla validazione dell’“Emotional Autonomy Scale” di Steinberg e Silverberg su una popolazione italiana. Palermo: Grifo. Ingoglia, S. (2001). Contributo alla validazione dell’“Emotional Autonomy Scale” di Steinberg e Silverberg su una popolazione italiana. Palermo: Grifo.
go back to reference Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40, 494–507.CrossRefPubMed Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40, 494–507.CrossRefPubMed
go back to reference Koepke, S., & Denissen, J. J. A. (2012). Dynamics of identity development and separation–individuation in parent–child relationships during adolescence and emerging adulthood – A conceptual integration. Developmental Review, 32, 67–88.CrossRef Koepke, S., & Denissen, J. J. A. (2012). Dynamics of identity development and separation–individuation in parent–child relationships during adolescence and emerging adulthood – A conceptual integration. Developmental Review, 32, 67–88.CrossRef
go back to reference Lackaye, T., & Margalit, M. (2006). Comparisons of achievement, effort and self- perceptions among students with learning disabilities and their peers from different achievement groups. Journal of Learning Disabilities, 39, 432–446.CrossRefPubMed Lackaye, T., & Margalit, M. (2006). Comparisons of achievement, effort and self- perceptions among students with learning disabilities and their peers from different achievement groups. Journal of Learning Disabilities, 39, 432–446.CrossRefPubMed
go back to reference Maes, M., Klimstra, T., Van den Noortgate, W., & Goossens, L. (2015). Factor structure and measurement invariance of a multidimensional loneliness scale: Comparisons across gender and age. Journal of Child and Family Studies, 24, 1829–1837.CrossRef Maes, M., Klimstra, T., Van den Noortgate, W., & Goossens, L. (2015). Factor structure and measurement invariance of a multidimensional loneliness scale: Comparisons across gender and age. Journal of Child and Family Studies, 24, 1829–1837.CrossRef
go back to reference Majorano, M., Musetti, A., Brondino, M., & Corsano, P. (2015). Loneliness, emotional autonomy and motivation for solitary behavior during adolescence. Journal of Child and Family Studies, 24, 3436–3447.CrossRef Majorano, M., Musetti, A., Brondino, M., & Corsano, P. (2015). Loneliness, emotional autonomy and motivation for solitary behavior during adolescence. Journal of Child and Family Studies, 24, 3436–3447.CrossRef
go back to reference Marcoen, A., Goossens, L., & Caes, P. (1987). Loneliness in prethrough late adolescence: Exploring the contributions of a multidimensional approach. Journal of Youth and Adolescence, 16, 561–577.CrossRefPubMed Marcoen, A., Goossens, L., & Caes, P. (1987). Loneliness in prethrough late adolescence: Exploring the contributions of a multidimensional approach. Journal of Youth and Adolescence, 16, 561–577.CrossRefPubMed
go back to reference Margalit, M. (1991). Understanding loneliness among students with learning disabilities. Behavior Change, 8, 167–173.CrossRef Margalit, M. (1991). Understanding loneliness among students with learning disabilities. Behavior Change, 8, 167–173.CrossRef
go back to reference Margalit, M. (2004). Second-generation research on resilience: Social- emotional aspects of children with learning disabilities. Learning Disabilities Research & Practice, 19, 45–48.CrossRef Margalit, M. (2004). Second-generation research on resilience: Social- emotional aspects of children with learning disabilities. Learning Disabilities Research & Practice, 19, 45–48.CrossRef
go back to reference Margalit, M., & Efrau, M. (1996). Loneliness, coherence and companionship among children with learning disorders. Educational Psychology, 16, 69–79.CrossRef Margalit, M., & Efrau, M. (1996). Loneliness, coherence and companionship among children with learning disorders. Educational Psychology, 16, 69–79.CrossRef
go back to reference Margalit, M., & Heiman, T. (1986). Family climate and anxiety in families with learning disabled boys. Journal of the American Academy of Child Psychiatry, 25, 841–846.CrossRefPubMed Margalit, M., & Heiman, T. (1986). Family climate and anxiety in families with learning disabled boys. Journal of the American Academy of Child Psychiatry, 25, 841–846.CrossRefPubMed
go back to reference Margalit, M., Raviv, A., & Ankonina, D. B. (1992). Coping and coherence among parents with disabled children. Journal of Clinical Child Psychology, 2, 202–209.CrossRef Margalit, M., Raviv, A., & Ankonina, D. B. (1992). Coping and coherence among parents with disabled children. Journal of Clinical Child Psychology, 2, 202–209.CrossRef
go back to reference Maughan, B., Rowe, R., Loeber, R., & Stouthamer-Loeber, M. (2003). Reading problems and depressed mood. Journal of Abnormal Child Psychology, 31, 219–230.CrossRefPubMed Maughan, B., Rowe, R., Loeber, R., & Stouthamer-Loeber, M. (2003). Reading problems and depressed mood. Journal of Abnormal Child Psychology, 31, 219–230.CrossRefPubMed
go back to reference McCarthy, C. J., Lambert, R. C., O’Donnell, M., & Melendres, L. T. (2009). The relation of elementary teachers’ experience, stress, and coping resources to burnout symptoms. Elementary School Journal, 109, 282–300.CrossRef McCarthy, C. J., Lambert, R. C., O’Donnell, M., & Melendres, L. T. (2009). The relation of elementary teachers’ experience, stress, and coping resources to burnout symptoms. Elementary School Journal, 109, 282–300.CrossRef
go back to reference Meleddu, M., & Scalas, L. F. (2002). Validazione di una versione italiana dell’Emotional Autonomy Scale [Validation of an Italian version of the Emotional Autonomy Scale]. Bollettino di Psicologia Applicata, 238, 43–56. Meleddu, M., & Scalas, L. F. (2002). Validazione di una versione italiana dell’Emotional Autonomy Scale [Validation of an Italian version of the Emotional Autonomy Scale]. Bollettino di Psicologia Applicata, 238, 43–56.
go back to reference Melotti, G., Corsano, P., Majorano, M., & Scarpuzzi, P. (2006). An Italian application of the Louvain Loneliness Scale for Children and Adolescents (LLCA). TPM-Testing Psychometrics Methodology in Applied Psychology, 13, 237–255. Melotti, G., Corsano, P., Majorano, M., & Scarpuzzi, P. (2006). An Italian application of the Louvain Loneliness Scale for Children and Adolescents (LLCA). TPM-Testing Psychometrics Methodology in Applied Psychology, 13, 237–255.
go back to reference Meltzer, L. (2004). Resilience and learning disabilities: Research on internal and external protective dynamics introduction to the special series. Learning Disabilities Research & Practice, 19, 1–2.CrossRef Meltzer, L. (2004). Resilience and learning disabilities: Research on internal and external protective dynamics introduction to the special series. Learning Disabilities Research & Practice, 19, 1–2.CrossRef
go back to reference Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38, 25–41.CrossRef Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38, 25–41.CrossRef
go back to reference Musetti, A., Corsano, P., Majorano, M., & Mancini, T. (2012). Loneliness, aloneness and identity statuses: A study on Italian late adolescents. International Journal of Psychoanalysis and Education, 1, 44–65. Musetti, A., Corsano, P., Majorano, M., & Mancini, T. (2012). Loneliness, aloneness and identity statuses: A study on Italian late adolescents. International Journal of Psychoanalysis and Education, 1, 44–65.
go back to reference Muthén, L. K., & Muthén, B. O. (1998–2008). MPlus Users Guide (5th ed.). Los Angeles, CA: Muthén and Muthén. Muthén, L. K., & Muthén, B. O. (1998–2008). MPlus Users Guide (5th ed.). Los Angeles, CA: Muthén and Muthén.
go back to reference Pace, U., & Zappulla, C. (2010). Relations between suicidal ideation, depression, and emotional autonomy from parents in adolescence. Journal of Child and Family Studies, 19, 747–756.CrossRef Pace, U., & Zappulla, C. (2010). Relations between suicidal ideation, depression, and emotional autonomy from parents in adolescence. Journal of Child and Family Studies, 19, 747–756.CrossRef
go back to reference Palmonari, A. (2001). Gli adolescenti. Bologna: Il Mulino. Palmonari, A. (2001). Gli adolescenti. Bologna: Il Mulino.
go back to reference Palombo, J. (1979). Perceptual deficits and self-esteem in adolescence. Clinical Social Work Journal, 1, 34–39.CrossRef Palombo, J. (1979). Perceptual deficits and self-esteem in adolescence. Clinical Social Work Journal, 1, 34–39.CrossRef
go back to reference Pavri, S., & Monda-Amaya, L. (2000). Loneliness and students with learning disabilities in inclusive classrooms: Self-perceptions, coping strategies, and preferred interventions. Learning Disabilities Research and Practice, 15, 22–33.CrossRef Pavri, S., & Monda-Amaya, L. (2000). Loneliness and students with learning disabilities in inclusive classrooms: Self-perceptions, coping strategies, and preferred interventions. Learning Disabilities Research and Practice, 15, 22–33.CrossRef
go back to reference Pearl, R., Bryan, T., & Donahue, M. (1980). Learning disabled children’s attributions for success and failure. Learning Disability Quarterly, 3, 3–9.CrossRef Pearl, R., Bryan, T., & Donahue, M. (1980). Learning disabled children’s attributions for success and failure. Learning Disability Quarterly, 3, 3–9.CrossRef
go back to reference Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.CrossRef Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.CrossRef
go back to reference Qualter, P., Brown, S. L., Rotenberg, K. J., Vanhalst, J., Harris, R. A., Goossens, L., Bangee, M., & Munn, P. (2013). Trajectories of loneliness during childhood and adolescence: Predictors and health outcomes. Journal of Adolescence: Special Issue on Loneliness, 36, 1283–1293. Qualter, P., Brown, S. L., Rotenberg, K. J., Vanhalst, J., Harris, R. A., Goossens, L., Bangee, M., & Munn, P. (2013). Trajectories of loneliness during childhood and adolescence: Predictors and health outcomes. Journal of Adolescence: Special Issue on Loneliness, 36, 1283–1293.
go back to reference Ravit, D., & Stone, A. (1991). Individual differences in the self-image of adolescents with learning disabilities: The role of severity, time of diagnosis, and parental perceptions. Journal of Learning Disabilities, 24, 602–611.CrossRef Ravit, D., & Stone, A. (1991). Individual differences in the self-image of adolescents with learning disabilities: The role of severity, time of diagnosis, and parental perceptions. Journal of Learning Disabilities, 24, 602–611.CrossRef
go back to reference Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2011). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for Pre-service and in- service teacher education. European Journal of Special Needs Education, 27, 51–68.CrossRef Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2011). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for Pre-service and in- service teacher education. European Journal of Special Needs Education, 27, 51–68.CrossRef
go back to reference Schinka, K. C., van Dulmen, M. H., Mata, A. D., Bossarte, R., & Swahn, M. (2013). Psychosocial predictors and outcomes of loneliness trajectories from childhood to early adolescence. Journal of Adolescence, 36, 1251–1260. Schinka, K. C., van Dulmen, M. H., Mata, A. D., Bossarte, R., & Swahn, M. (2013). Psychosocial predictors and outcomes of loneliness trajectories from childhood to early adolescence. Journal of Adolescence, 36, 1251–1260.
go back to reference Schultz, E. K., Simpson, C. G., & Lynch, S. (2012). Specific learning disability identification: What constitutes a pattern of strengths and weaknesses? Learning Disabilities: A Multidisciplinary Journal, 18, 87–97. Schultz, E. K., Simpson, C. G., & Lynch, S. (2012). Specific learning disability identification: What constitutes a pattern of strengths and weaknesses? Learning Disabilities: A Multidisciplinary Journal, 18, 87–97.
go back to reference Shany, M., Wiener, J., & Assido, M. (2012). Friendship predictors of global self-worth and domain-specific self-concepts in university students with and without learning disabilities. Journal of Learning Disabilities, 46, 444–452.CrossRefPubMed Shany, M., Wiener, J., & Assido, M. (2012). Friendship predictors of global self-worth and domain-specific self-concepts in university students with and without learning disabilities. Journal of Learning Disabilities, 46, 444–452.CrossRefPubMed
go back to reference Shupe, M. J. (2000). Relationships between Self-Concept, Social Isolation, and Academic Achievement in College Students with and without Learning Disabilities. PhD. Dissertation, University of Cincinnati. Shupe, M. J. (2000). Relationships between Self-Concept, Social Isolation, and Academic Achievement in College Students with and without Learning Disabilities. PhD. Dissertation, University of Cincinnati.
go back to reference Steinberg, L., & Silverberg, S. B. (1986). The vicissitudes of autonomy in early adolescence. Child Development, 57, 841–851.CrossRefPubMed Steinberg, L., & Silverberg, S. B. (1986). The vicissitudes of autonomy in early adolescence. Child Development, 57, 841–851.CrossRefPubMed
go back to reference Tillinger, M. (2013). The influence of friends and family on well-being for children and adolescence with developmental disabilities. Massachusetts: Boston College. Unpublished doctoral dissertation. Tillinger, M. (2013). The influence of friends and family on well-being for children and adolescence with developmental disabilities. Massachusetts: Boston College. Unpublished doctoral dissertation.
go back to reference Van Tartwijk, J. V., Brekelmans, M., Wubbels, T., Fisher, D. L., & Fraser, B. J. (1998). Students’ perceptions of teacher interpersonal style: The front of the classroom as the teachers’ stage. Teaching and Teacher Education, 14, 607–617.CrossRef Van Tartwijk, J. V., Brekelmans, M., Wubbels, T., Fisher, D. L., & Fraser, B. J. (1998). Students’ perceptions of teacher interpersonal style: The front of the classroom as the teachers’ stage. Teaching and Teacher Education, 14, 607–617.CrossRef
go back to reference Wang, J. M., Rubin, K. H., Laursen, B., Booth-LaForce, C., & Rose-Krasnor, L. (2013). Preference-for-solitude and adjustment difficulties in early and late adolescence. Journal of Clinical Child and Adolescent Psychology, 42, 834–842.CrossRefPubMed Wang, J. M., Rubin, K. H., Laursen, B., Booth-LaForce, C., & Rose-Krasnor, L. (2013). Preference-for-solitude and adjustment difficulties in early and late adolescence. Journal of Clinical Child and Adolescent Psychology, 42, 834–842.CrossRefPubMed
go back to reference Weiss, R. S. (1998). A taxonomy of relationships. Journal of Social and Personal Relationships, 15, 671–683.CrossRef Weiss, R. S. (1998). A taxonomy of relationships. Journal of Social and Personal Relationships, 15, 671–683.CrossRef
go back to reference Wiesmann, U., & Hannich, H. J. (2011). A salutogenic analysis of developmental tasks and ego integrity vs. despair. International Journal of Aging & Human Development, 73, 351–369.CrossRef Wiesmann, U., & Hannich, H. J. (2011). A salutogenic analysis of developmental tasks and ego integrity vs. despair. International Journal of Aging & Human Development, 73, 351–369.CrossRef
go back to reference Wilson, A., Armstrong, C., Furrie, A., & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities. Journal of Learning Disabilities, 42, 24–40.CrossRefPubMed Wilson, A., Armstrong, C., Furrie, A., & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities. Journal of Learning Disabilities, 42, 24–40.CrossRefPubMed
go back to reference Wong, B. (1996). The ABCs of Learning Disabilities. San Diego: Academic Press. Wong, B. (1996). The ABCs of Learning Disabilities. San Diego: Academic Press.
go back to reference Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43, 6–24.CrossRef Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43, 6–24.CrossRef
go back to reference Yu, G., Zhang, Y., & Yan, R. (2005). Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships. Psychology in the Schools, 42, 325–331.CrossRef Yu, G., Zhang, Y., & Yan, R. (2005). Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships. Psychology in the Schools, 42, 325–331.CrossRef
Metagegevens
Titel
Quality of Relationship with Parents and Emotional Autonomy as Predictors of Self Concept and Loneliness in Adolescents with Learning Disabilities: The Moderating Role of the Relationship with Teachers
Auteurs
Marinella Majorano
Margherita Brondino
Marika Morelli
Marlies Maes
Publicatiedatum
05-11-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 3/2017
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-016-0591-6

Andere artikelen Uitgave 3/2017

Journal of Child and Family Studies 3/2017 Naar de uitgave