Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD)
Specific Learning Disorders (SLD) have become a major concern in modern societies. It is essential to detect their emotional, behavioral and social consequences as early as childhood. The aim of this study is to examine a set of strengths and difficulties and compare them between students with and w...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-10-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/10/11/1741 |
| _version_ | 1797459737504120832 |
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| author | Bettina F. Piko Réka Dudok |
| author_facet | Bettina F. Piko Réka Dudok |
| author_sort | Bettina F. Piko |
| collection | DOAJ |
| description | Specific Learning Disorders (SLD) have become a major concern in modern societies. It is essential to detect their emotional, behavioral and social consequences as early as childhood. The aim of this study is to examine a set of strengths and difficulties and compare them between students with and without SLD. Participants in this study were adolescents aged 11–18 years from Budapest and villages of its Metropolitan area (Hungary) (N = 276, mean age = 13.6 years, SD = 1.8, 54.7% boys). Due to multistage sampling, a nearly equal number of students had SLD or not. In addition to sociodemographics, the Strengths and Difficulties Questionnaire (SDQ), Satisfaction With Life Scale and the Proactive Coping Inventory were included in the survey, and <i>t</i>-test, correlation and logistic regression analysis were applied in statistical analyses. Our findings suggest that in early adolescence (ages 11–14 years), conduct and peer problems, in late adolescence (ages 15–18 years), emotional problems, highlighted SLD. In terms of strengths, prosocial behavior in children with SLD may compensate difficulties, especially at a younger age. Students from lower SES families and those having parents with a lower educational level are more likely to have a diagnosis of SLD. Teachers and special educators should take care of improving the adolescents’ prosociality, social and coping skills and listening to emotional, conduct and peer problems in those with SLD. |
| first_indexed | 2024-03-09T16:55:37Z |
| format | Article |
| id | doaj.art-4d571e533cf14b23967033460d758951 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-09T16:55:37Z |
| publishDate | 2023-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-4d571e533cf14b23967033460d7589512023-11-24T14:35:43ZengMDPI AGChildren2227-90672023-10-011011174110.3390/children10111741Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD)Bettina F. Piko0Réka Dudok1Department of Behavioral Sciences, University of Szeged, 6722 Szeged, HungaryDoctoral School of Education, University of Szeged, 6722 Szeged, HungarySpecific Learning Disorders (SLD) have become a major concern in modern societies. It is essential to detect their emotional, behavioral and social consequences as early as childhood. The aim of this study is to examine a set of strengths and difficulties and compare them between students with and without SLD. Participants in this study were adolescents aged 11–18 years from Budapest and villages of its Metropolitan area (Hungary) (N = 276, mean age = 13.6 years, SD = 1.8, 54.7% boys). Due to multistage sampling, a nearly equal number of students had SLD or not. In addition to sociodemographics, the Strengths and Difficulties Questionnaire (SDQ), Satisfaction With Life Scale and the Proactive Coping Inventory were included in the survey, and <i>t</i>-test, correlation and logistic regression analysis were applied in statistical analyses. Our findings suggest that in early adolescence (ages 11–14 years), conduct and peer problems, in late adolescence (ages 15–18 years), emotional problems, highlighted SLD. In terms of strengths, prosocial behavior in children with SLD may compensate difficulties, especially at a younger age. Students from lower SES families and those having parents with a lower educational level are more likely to have a diagnosis of SLD. Teachers and special educators should take care of improving the adolescents’ prosociality, social and coping skills and listening to emotional, conduct and peer problems in those with SLD.https://www.mdpi.com/2227-9067/10/11/1741Specific Learning Disorder (SLD)emotional problemspeer problemsprosocial behaviorproactive copingSES self-assessment |
| spellingShingle | Bettina F. Piko Réka Dudok Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD) Children Specific Learning Disorder (SLD) emotional problems peer problems prosocial behavior proactive coping SES self-assessment |
| title | Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD) |
| title_full | Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD) |
| title_fullStr | Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD) |
| title_full_unstemmed | Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD) |
| title_short | Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD) |
| title_sort | strengths and difficulties among adolescent with and without specific learning disorders sld |
| topic | Specific Learning Disorder (SLD) emotional problems peer problems prosocial behavior proactive coping SES self-assessment |
| url | https://www.mdpi.com/2227-9067/10/11/1741 |
| work_keys_str_mv | AT bettinafpiko strengthsanddifficultiesamongadolescentwithandwithoutspecificlearningdisorderssld AT rekadudok strengthsanddifficultiesamongadolescentwithandwithoutspecificlearningdisorderssld |