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Emotional Adjustment among Adolescent Students with and without Specific Learning Disabilities
Isaías Martín-Ruiz1, María-José González-Valenzuela1, Lidia Infante-Cañete1
1Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy, University of Málaga, 29016 Málaga, Spain.
Children (Basel, Switzerland)
|December 23, 2023
Summary
Adolescents with specific learning disabilities face more emotional and behavioral challenges. Early school-based interventions are crucial for their psychological well-being and mental health.
Area of Science:
- Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Adolescence is a critical developmental period marked by psychological vulnerability.
- Emotional adjustment and well-being can be significantly impacted during these formative years.
Purpose of the Study:
- To compare emotional deficits and resources in adolescents with and without specific learning disabilities (SLDs).
- To analyze the relationship between internalizing/externalizing problems and personal resources in these groups.
Main Methods:
- Evaluated 80 adolescents (40 with SLDs, 40 controls) using the SENA test.
- Assessed internalizing problems (anxiety, depression), externalizing problems (aggression, anger control), and personal resources (self-esteem, social competence).
Main Results:
- Adolescents with SLDs exhibited higher internalizing and externalizing symptoms.
- SLD group showed greater emotional awareness but lower self-esteem and social competence.
- Positive correlation between externalizing/internalizing problems and negative correlation between internalizing problems and resources were found.
Conclusions:
- Specific learning disabilities are associated with increased emotional and behavioral difficulties in adolescents.
- Targeted, early school-based interventions are essential to foster psychological well-being in vulnerable adolescents.
- Promoting mental health and psychological resilience in schools is vital for adolescent development.
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