对患有特定学习障碍 (SLD) 的本科生心理和社会功能进行分析
Marika Bonuomo1, Mara Marini2, Nicoletta Vegni1
1Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy.
Brain sciences
|July 29, 2023
概括
患有特定学习障碍 (SLD) 的年轻人经历了重大的心理社会挑战,包括低自我效能和高学术焦虑. 早期解决这些并发症对于有效治疗学习障碍和成人发展至关重要.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 特定学习障碍 (SLD) 经常被孤立地研究,但越来越多地认识到与心理社会因素相关的共同疾病.
- 了解患有SLD的大学生心理社会特征对于有针对性的干预措施至关重要.
- 以前的研究表明SLD与心理/社会困难之间存在潜在联系,但需要对年轻人进行全面的调查.
研究的目的:
- 调查具有特定学习障碍 (SLDs) 的大学生心理社会和关系资料.
- 为了比较患有SLD的学生的心理和社会关系功能与他们典型的发展同龄人.
- 探索SLD学生社会关系困难的潜在解释变量,超越疾病本身.
主要方法:
- 涉及大学生的比较研究设计.
- 评估心理社会功能,包括自我效能,学术焦虑,情绪问题和同行关系.
- 统计分析以比较SLD和没有SLD的学生之间的结果,并确定有助于的因素.
主要成果:
- 与同龄人相比,患有SLD的学生表现出明显较低的自我效能.
- 在SLD组中,学术焦虑和情绪问题得分更高.
- 与同伴关系的困难在SLD的学生中更为普遍.
- 社会关系挑战与患有SLD的经验有关,而不仅仅是疾病本身.
结论:
- 年轻人的特定学习障碍与显著的心理社会并发症有关,包括低自我效能,增加学术焦虑,情感困难和同龄人关系问题.
- 这些发现强调了将心理社会评估纳入SLD诊断过程的重要性.
- 对这些并发症的早期发现和干预可以减轻成年期的负面发育轨迹.
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