Socioemotional Self-Perceptions, Family Climate, and Hopeful Thinking Among Students With Learning Disabilities and Typically Achieving Students From the Same Classes

Orly Idan*, Malka Margalit

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

50 Scopus citations

Abstract

This study aimed at examining the adjustment of students with learning disabilities (LD) and at exploring the mediating role of hope. By means of a multidimensional approach, the interactions between risk and protective factors emerging from internal and external resources among 856 high school students (10th to 12th grades) were analyzed. A total of 529 typically achieving students and 327 students with LD attending general education classes in seven high schools completed seven instruments measuring sense of coherence, basic psychological needs, loneliness, family climate, hope, academic self-efficacy, and effort. The students' achievements in English, history, and mathematics were collected. The analysis used structural equation modeling, and the results emphasized the significant role of hope as a mediator between risk and protective factors and academic self-efficacy and its significance for students with and without LD in explaining achievements and effort investment.

Original languageEnglish
Pages (from-to)136-152
Number of pages17
JournalJournal of Learning Disabilities
Volume47
Issue number2
DOIs
StatePublished - Mar 2014

Keywords

  • basic psychological needs
  • family climate
  • hope
  • learning disabilities
  • loneliness
  • self-efficacy
  • sense of coherence

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