Socioemotional Self-Perceptions, Family Climate, and Hopeful Thinking Among Students With Learning Disabilities and Typically Achieving Students From the Same Classes

Abstract

This study aimed at examining the adjustment of students with learning disabilities (LD) and at exploring the mediating role of hope. By means of a multidimensional approach, the interactions between risk and protective factors emerging from internal and external resources among 856 high school students (10th to 12th grades) were analyzed. A total of 529 typically achieving students and 327 students with LD attending general education classes in seven high schools completed seven instruments measuring sense of coherence, basic psychological needs, loneliness, family climate, hope, academic self-efficacy, and effort. The students’ achievements in English, history, and mathematics were collected. The analysis used structural equation modeling, and the results emphasized the significant role of hope as a mediator between risk and protective factors and academic self-efficacy and its significance for students with and without LD in explaining achievements and effort investment.

Development and Validation of the Foreign Language Learning Effort Scale for Turkish Tertiary-Level Students

“…This may have happened because the dimensions of both learning effort models had not been previously empirically analyzed and both conceptualizations had solely been done in light of the literature. However, a review of the related literature proves that many researchers have acknowledged attention and attentiveness as a dimension of effort (Ceballo, McLoyd, & Toyokawa, 2004;Chao, 2001;Cho, 2015;Cowan, 2005;Finn, Lee, Kraus, & Hudson Kam, 2014;Idan & Margalit, 2014;Shouse, Schneider, & Plank, 1992). Moreover, as argued by Kanfer (1992), effort is both physical and cognitive, and as asserted by many scholars, cognitive effort is the load of attention apportioned to a process, learning English in this context.…”

The Salutogenic Model: The Role of Generalized Resistance Resources

“…As suggested by previous studies, these youngsters' difficulties at school remain a continuous source for increased stress, endless day-to-day struggling with age-appropriate academic roles, and with social and emotional challenges that in turn may contribute to their lower SOC (Idan, 2010;Idan & Margalit, 2014;Lackaye & Margalit, 2006).…”

The Sense of Coherence and Its Measurement

“…This includes the special version adapted for families (FSOC) (Antonovsky & Sourani, 1988;Sagy & Antonovsky, 1992), for children (Margalit & Efrati, 1996), and a version for a school context (Nash, 2002). The Children's Orientation to Life Scale consists of 16 questions plus 3 distracters (Idan & Margalit, 2014;Margalit & Efrati, 1996). The response options follow a scale of 1-4, where 4 indicates the highest degree of sense of coherence.…”