Socioemotional and Behavioral Adjustment Among Children With LD: The Moderating Role of Maternal Personal Resources

Adolescents’ Subtypes of Attachment Security with Fathers and Mothers and Self-Perceptions of Socioemotional Adjustment

“…Taken together, these results for loneliness coincide with prior studies across a wide range of samples that demonstrated the link between insecure attachment and high loneliness levels (Al-Yagon, 2007;Al-Yagon & Mikulincer, 2004;Qualter & Munn, 2002;Weimer, Kerns, & Oldenburg, 2004), although the constructs of peer-network and peer-dyadic loneliness were less investigated among adolescents. As argued by attachment theory, individuals' "internal working models" provide a general expectation of what relationships are like and guide individuals' later affects and behaviors in close relationships with significant extrafamiliar others (Bowlby, 1973;Waters & Cummings, 2000).…”

Salutogenesis: Sense of Coherence in Childhood and in Families

“…Interactions with teachers and peers have a profound impact on the children's life quality. Multiple studies examined the relations between children's sense of coherence and their family; their perceptions of teachers' support, peer friendships, and their overall school experience, revealing the complex and multivariate interactions at the elementary school age stage (Al-Yagon, 2007, 2012Al-Yagon & Cinamon, 2008;Al-Yagon & Mikulincer, 2004;EfratiVirtzer & Margalit, 2009;Liberman, Ratzon, & Bart, 2013;Sharabi, Levi, & Margalit, 2012).…”

“…Several studies have shown that maternal coping resources moderated the effect of children's learning disabilities on secure attachment, levels of loneliness, feelings of hope, and future expectations. The degree to which the learning disability affected the children's socioemotional academic competence and social interrelations was related to the type of coping their mothers employed and their reliance on social support (Al-Yagon, 2007, 2012Al-Yagon & Cinamon, 2008): Maternal SOC significantly contributed to the child's socioemotional adjustment measures and attachment scores (Al-Yagon, 2008); children's adjustment and SOC mediated associations between maternal emotional resources and children's well-adjusted functioning. The significantly lower SOC among children with LD emphasized this coping resource (Al-Yagon, 2010); studies also recognized the significance of children's relations not only with mothers, but also with fathers.…”

The Involvement and Satisfaction with Education of the Families of Students with and without Specific Learning Disabilities // La implicación y satisfacción educativa de las familias de alumnado con y sin dificultades específicas de aprendizaje

“…Nevertheless, despite the essentially conceptual views that define SLDs as disorders intrinsic to an individual, the emergence of ecological models has made commoner trends in research that investigate the influence of the people who go to make up the surroundings in which pupils develop in the course of their difficulties. There has been a proliferation of studies that recognize the immediate repercussions of various structural and dynamic variables in the family environment (Al-Yagon, 2007;Dyson, 2010;Jiménez & Rodríguez, 2008).…”

“…Concretamente, las DEA abarcan un grupo heterogéneo de trastornos que se manifiestan en dificultades significativas en la comprensión-expresión oral, la lectura, la escritura y el razonamiento-habilidad matemática (Kavale y Forness, 2000; Lerner y Kline, 2006). Sin embargo, a pesar de estas apreciaciones esencialmente conceptuales que definen las DEA como trastornos intrínsecos al individuo, con la emergencia de los modelos ecológicos, son habituales las tendencias investigadoras que analizan la influencia de las personas que constituyen los contextos de desarrollo del alumno en el curso de sus dificultades, proliferando los estudios que reconocen la repercusión inmediata de diversas variables estructurales y dinámicas del entorno familiar (Al-Yagon, 2007;Dyson, 2010;Jiménez y Rodríguez, 2008).…”