School Refusal in Students with Low Academic Performances and Specific Learning Disorder. The Role of Self-Esteem and Perceived Parental Psychological Control

2019 ◽  
Vol 67 (6) ◽  
pp. 592-607 ◽  
Author(s):  
Pina Filippello ◽  
Caterina Buzzai ◽  
Giovanna Messina ◽  
Antonina Viviana Mafodda ◽  
Luana Sorrenti
Keyword(s):  
Psychological Control ◽  
Self Esteem ◽  
School Refusal ◽  
Learning Disorder ◽  
Parental Psychological Control ◽  
Specific Learning Disorder ◽  
Specific Learning

scholarly journals Psikodrama untuk Self-Esteem Anak dengan Specific Learning Disorder Usia 9-12 Tahun

2021 ◽  
Vol 6 (1) ◽  
pp. 24-45
Author(s):  
Nyi Mas Ratu Rema ◽  
Afra Hafny Noer ◽  
Esti Wungu
Keyword(s):  
System Design ◽  
Instructional System ◽  
Self Esteem ◽  
Expert Judgement ◽  
Instructional System Design ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Post Test ◽  
Specific Learning

Di Indonesia sebanyak 5 juta dari 50 juta anak-anak mengalami kesulitan belajar. Ujian, prestasi dan literacy, merupakan tantangan yang besar untuk anak specific learning disorder (SLD). Anak dengan SLD sering distigmatisasi dan dikaitkan dengan kegagalan yang menurunkan self-esteem. Self-esteem rendah adalah hasil penilaian negatif terhadap diri dan kualitas diri yang memberikan dampak buruk bagi anak. Modul psikodrama ini bertujuan untuk meningkatkan self-esteem rendah pada anak dengan specific learning disorder usia 9-12 tahun. Rancangan modul dibuat menggunakan pendekatan instructional system design dan metode penelitian tahap uji coba menggunakan metode quasi eksperimen dengan desain penelitian small design one group pre test-post test. Pengambilan data menggunakan interview, observasi dan pengisian kuesioner self-esteem. Rancangan modul ini melewati proses uji kelayakan yang dilakukan oleh 3 orang expert judgement dan uji coba pada 9 orang anak usia 9-12 tahun yang memiliki self-esteem rendah. Berdasarkan hasil yang diperoleh untuk meningkatkan self-esteem rendah pada anak usia 9-12 tahun, maka dalam modul psikodrama menekankan pada materi area teman dan sekolah, teknik sculpture, dan proses berulang

scholarly journals Self-Esteem Anak Sekolah Dasar dengan Disleksia

PSYCHE 165 ◽  
2020 ◽  
pp. 154-160
Author(s):  
Arina Isyalhana ◽  
Farida Kurniawati
Keyword(s):  
Elementary School ◽  
Literature Review ◽  
Elementary School Students ◽  
Research Method ◽  
Self Esteem ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
Academic Scores ◽  
Specific Learning

Dyslexia is the most common specific learning disorder. Around 5% - 15% of elementary school students have dyslexia (APA,2013). Children with dyslexia might appear different at school and tend to get lower academic scores in comparison with theirpeers. Hence, this may increase the possibility for the children with dyslexia to have low self-esteem (Mash & Wolfe, 2016)because their peers’ opinions about them play an important role in affecting their self-esteem (Veenstra et al., 2007, dalamTaylor, Hume, & Welsh, 2010). The aim of this study is to give a representation about the effect of dyslexia to the self-esteemof elementary school students with the expectance to increase the awareness to detect and give early intervention to dyslexicchildren. The research method is literature review using articles obtained online from several databases. There were 5 selectedresearch articles with the criteria of the participants in the study aged between 6 – 12 years old, and the used the instrumentsto measure specific learning disorder and also self-esteem. The result of this literature review shows that dyslexia can affectthe self-esteem of elementary school students.

scholarly journals Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece

2021 ◽  
Vol 11 (5) ◽  
pp. 602
Author(s):  
Eleni Bonti ◽  
Sofia Giannoglou ◽  
Marianthi Georgitsi ◽  
Maria Sofologi ◽  
Georgia-Nektaria Porfyri ◽  
...  
Keyword(s):  
Adult Population ◽  
Relevant Literature ◽  
Well Being ◽  
Demographic Characteristics ◽  
Self Report ◽  
Learning Disorder ◽  
Northern Greece ◽  
Everyday Functioning ◽  
Specific Learning Disorder ◽  
Specific Learning

The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a “rare” and “unique” population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals’ well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this “vulnerable” population with their life struggles.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

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