Social, emotional, and behavioral skills in students with or without specific learning disabilities

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-11-11 DOI:10.1016/j.lindif.2024.102581

Tommaso Feraco , Gerardo Pellegrino , Nicole Casali , Barbara Carretti , Chiara Meneghetti

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引用次数: 0

Abstract

Social, emotional, and behavioral (SEB) skills are key factors for academic and non-academic outcomes, but no previous studies deepened SEB skills of students with specific learning disabilities (SLD). We used the Behavioral, Emotional, and Social Skills Inventory (BESSI) to systematically investigate i) differences in social engagement, self-management, innovation, emotional resilience, and cooperation skills and ii) the interaction effect between skills and group on academic achievement and life satisfaction. In a sample of 2965 students (1589 females, M = 15.5 years, SD = 2.0), 359 of whom reported a SLD, we found differences in self-management (d = −0.28), innovation (d = −0.25), and social engagement (d = −0.19) skills. Furthermore, higher SEB skills do not guarantee higher academic achievement in the SLD group, while their role is similar in the two groups for life satisfaction. Overall, students with SLD may benefit from interventions to improve knowledge and use of SEB skills.

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有或没有特殊学习障碍的学生的社交、情感和行为技能

社交、情感和行为（SEB）技能是影响学业和非学业成绩的关键因素，但以前没有研究深入探讨过特殊学习障碍（SLD）学生的社交、情感和行为技能。我们使用行为、情绪和社交技能量表（BESSI）系统地研究了 i) 社交参与、自我管理、创新、情绪恢复和合作技能方面的差异，以及 ii) 技能和群体对学业成绩和生活满意度的交互影响。在 2965 名学生（1589 名女生，男 = 15.5 岁，女 = 2.0）（其中 359 人报告患有 SLD）的样本中，我们发现了自我管理（d = -0.28）、创新（d = -0.25）和社会参与（d = -0.19）技能的差异。此外，较高的 SEB 技能并不能保证 SLD 组学生取得较高的学业成绩，而在生活满意度方面，SEB 技能在两组学生中的作用相似。总之，SLD 学生可能会从干预措施中受益，从而提高对 SEB 技能的认识和使用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).