Proactive coping and social-emotional adjustment among students with and without learning disabilities in Kerala, India

Abstract

The current study compared the level of proactive coping and social-emotional adjustment of students with and without learning disabilities. In addition to the relationship, influence of proactive coping on social-emotional adjustment of students with and without learning disabilities was also explored. Using a multistage random sampling method researcher selected students with and without learning disabilities in the age group of 15–17 years; each group consists of 150 participants from different high schools in Kerala. The instruments employed in this study were the Proactive Coping Inventory and the Adjustment Inventory for School Students-AISS. Correlation, t-test, and regression analysis were used to analyses the data. The students with learning disabilities have found to have lower levels of proactive coping and social emotional adjustment than those without learning disabilities. Further, a positive correlation between social emotional adjustment and proactive coping was also observed. The regression analysis has revealed that proactive coping of students with and without learning disabilities was significantly predicting their adjustment. As students with learning disabilities showing lower proactive coping skills, the study emphasizes the need to enhance proactive coping among students with learning disabilities. Improving proactive coping in both students with and without learning disabilities may help to mitigate social emotional adjustment issues.

Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD)

“…In line with this concept, we found that proactive coping was negatively correlated with all difficulties, namely, emotional, conduct and peer problems and hyperactivity, and positively with life satisfaction and prosocial behavior. Previous studies reported lower tendencies of applying this coping strategy among children with SLD and SEN [27,28]. Although this variable did not remain a significant predictor in multivariate analysis, proactive coping scores were significantly lower among adolescents with SLD compared to their typically developing peers.…”

“…In a study from India, students with learning disabilities aged between 15 and 17 years were compared with those without SLD. Findings showed that students with SLD had lower levels of emotional and social adjustment and applied proactive coping strategies less often [27]. Proactive coping as a type of anticipatory and preventive coping strategies is focused on goal pursuit in terms of future challenges; thus, applying this coping strategy would be effective in affect regulation and prevention of psychosocial maladjustment in the classroom.…”

Зв’язок Копінг-Поведінки З Переживаннями Плину Часу У Студентів

“…Components of the cognitive, affective, and behavioral spheres of the mental organization are separated in the structure of possible stressreduction methods (coping) (Deepthi et al, 2022;Heinen et al, 2017;. It is natural for the subject to try to form a coherent systemic response in specific critical circumstances, which may involve some configuration of components from different spheres, if possible (Chuyko et al, 2022).…”

“…У структурі можливих способів долання стресу (копінгів) відокремлюються складові, які належать до когнітивної, афективної та поведінкової сфер психічної організації (Deepthi et al, 2022;Heinen et al, 2017;. Природно, що в конкретних критичних обставинах суб'єкт за можливості намагається сформувати цілісну системну відповідь, яка передбачає деяку конфігурацію складових із різних сфер (Chuyko et al, 2022).…”