Self-Concepts and Psychological Well-Being Assessed by Beck Youth Inventory among Pupils with Reading Difficulties

Autor/inn/en	Lindeblad, Emma; Svensson, Idor; Gustafson, Stefan
Titel	Self-Concepts and Psychological Well-Being Assessed by Beck Youth Inventory among Pupils with Reading Difficulties
Quelle	In: Reading Psychology, 37 (2016) 3, S.449-469 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2015.1060092
Schlagwörter	Self Concept; Well Being; Symptoms (Individual Disorders); Reading Difficulties; Anxiety; Depression (Psychology); Teaching Methods; Dyslexia; Children; Adolescents; Self Efficacy; Assistive Technology; Technological Advancement; Student Attitudes; Measures (Individuals); Questionnaires; Reading Tests; Elementary School Students; Secondary School Students; Gender Differences; Mental Health; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Selbstkonzept; Well-being; Wellness; Wohlbefinden; Psychiatrische Symptomatik; Reading difficulty; Leseschwierigkeit; Angst; Teaching method; Lehrmethode; Unterrichtsmethode; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Self-efficacy; Selbstwirksamkeit; Technological development; Technologische Entwicklung; Schülerverhalten; Messdaten; Fragebogen; Lesetest; Sekundarschüler; Geschlechterkonflikt; Psychohygiene; Ausland; Schweden
Abstract	This study investigated the self-image and psychological well-being in 67 children and adolescents age 10-16 years with severe reading difficulties and/or dyslexia. The participants were assessed with Beck Youth Inventory regarding symptoms of depression, anxiety, and negative self-image. The results showed that the participants do not depict negative self-image and showed few symptoms of depression or anxiety at group level in comparison to a norm group. These results could be seen as contradictory to previous research. A questionnaire regarding self-efficacy was also distributed and showed that the participants had low self-knowledge about their reading impairments. The results were interpreted as a possible increase in knowledge among teachers and subsequent change in pedagogical strategies. In addition, technological advances may have improved the academic situation for dyslexic children. This study was a partial study in a larger project that aimed to evaluate the efficiency of assistive technologies for dyslexic children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01