Susceptibility to peer influence in adolescents with mild-to-borderline intellectual disability: Investigating links with inhibition, Theory of Mind and negative interpretation bias

IF 1.9 4区医学 Q1 EDUCATION, SPECIAL

Journal of Intellectual & Developmental Disability Pub Date : 2021-09-09 DOI:10.3109/13668250.2022.2066511

Eline Wagemaker, T. Dekkers, A. Bexkens, E. Salemink, J. Zadelaar, H. Huizenga

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引用次数: 3

Abstract

ABSTRACT Background This preregistered study compares adolescents with mild-to-borderline intellectual disability (MBID) and typically developing (TD) adolescents on their susceptibility to peer influence. To understand why adolescents with MBID are susceptible to peer influence, links with inhibition, Theory of Mind (ToM) and negative interpretation bias are investigated. Method We assessed 163 adolescents (111 MBID, 52 TD 14–19 years; 63% boys) using experimental tasks and self- and/or teacher-reports. Results Adolescents with MBID and TD adolescents did not differ in their susceptibility to peer influence, inhibition, and negative interpretations. On two ToM instruments, adolescents with MBID performed weaker than TD adolescents. In a structural equation model, tested in the MBID group, inhibition, ToM and negative interpretation bias were not related to susceptibility to peer influence. Conclusions This study revealed new insights by strong methods such as the multimethod approach, a full theoretical model testing relations between all constructs simultaneously, and the large sample.

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轻度至边缘智力残疾青少年对同伴影响的易感性：调查与抑制、心理理论和负面解释偏见的联系

背景本研究比较了轻度至边缘性智力障碍青少年(MBID)和典型发育障碍青少年(TD)对同伴影响的易感性。为了理解为什么MBID青少年容易受到同伴影响，研究了抑制、心理理论(ToM)和负面解释偏见的联系。方法对163名青少年进行评估，其中MBID 111例，TD 52例，14-19岁;(63%男生)使用实验任务和自我和/或教师报告。结果MBID青少年和TD青少年在同伴影响、抑制和消极解释的易感性方面无显著差异。在两项ToM测试中，MBID青少年表现弱于TD青少年。在结构方程模型中，在MBID组中测试，抑制，ToM和负面解释偏差与同伴影响易感性无关。本研究通过多方法方法、完整的理论模型同时检验所有结构之间的关系以及大样本等强有力的方法揭示了新的见解。

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

Journal of Intellectual & Developmental Disability Multiple-

CiteScore

3.40

自引率

7.70%

发文量

期刊介绍： Journal of Intellectual & Developmental Disability (formerly the Australia and New Zealand Journal of Developmental Disabilities) is the official journal of the Australasian Society for the Study of Intellectual Disability (ASSID). JIDD is an international, multidisciplinary journal in the field of intellectual and developmental disability. The journal publishes original qualitative and quantitative research papers, literature reviews, conceptual articles, brief reports, case reports, data briefs, and opinions and perspectives.