Social Participation and Quality of Best Friendship of Students with Moderate Learning Difficulties in Early Adolescence: A Longitudinal Study

Autor/inn/en	Avramidis, Elias; Aroni, Katerina; Strogilos, Vasilis
Titel	Social Participation and Quality of Best Friendship of Students with Moderate Learning Difficulties in Early Adolescence: A Longitudinal Study
Quelle	In: Australasian Journal of Special and Inclusive Education, 46 (2022) 1, S.74-87 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avramidis, Elias) ORCID (Strogilos, Vasilis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Friendship; Learning Disabilities; Special Needs Students; Longitudinal Studies; Secondary School Students; Peer Relationship; Social Emotional Learning; Self Concept; Interpersonal Competence; Grade 7; Grade 9; Positive Attitudes; Student Attitudes; Measures (Individuals); Intervention; Correlation; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Freundschaft; Learning handicap; Lernbehinderung; Sonderpädagogischer Förderbedarf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Peer-Beziehungen; Selbstkonzept; Interpersonale Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Messdaten; Korrelation; Ausland; Griechenland
Abstract	Recent sociometric research has described students with special educational needs (SEN) as less accepted and experiencing more social difficulties than their classmates without SEN. This study addresses the social participation of students with moderate learning difficulties (MLD) in regular schools while also focusing on the quality of their best friendship. In this longitudinal study, 313 secondary students, including 46 with MLD, were first examined while at Grade 7 (T1) and 2 years later at Grade 9 (T2). In line with previous studies, the students with MLD held reduced peer acceptance, had fewer friendships, and engaged less often in social interactions with peers than their typically developing classmates on both administrations. However, students with MLD held positive perceptions of social self-concept and friendship quality, with the two measures being positively associated. At T2, students with MLD reported poorer socio-emotional skills, which were positively correlated with their perceptions of both social self-concept and friendship quality. The paper concludes by outlining the importance of supporting students' socio-emotional development through implementing relevant school-based interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01