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| Autor/inn/en | Cen-Yagiz, Suzan; Aytac, Berna |
|---|---|
| Titel | A Multi-Informant Study: Mother-Child Relationship and Children with Learning Disability |
| Quelle | In: International Journal of Disability, Development and Education, 68 (2021) 2, S.206-221 (16 Seiten)
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| Zusatzinformation | ORCID (Cen-Yagiz, Suzan) ORCID (Aytac, Berna) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1034-912X |
| DOI | 10.1080/1034912X.2019.1671579 |
| Schlagwörter | Parent Child Relationship; Mothers; Learning Disabilities; Children; Early Adolescents; Teacher Attitudes; Student Attitudes; Predictor Variables; Symptoms (Individual Disorders); Positive Attitudes; Negative Attitudes; Foreign Countries; Turkey (Ankara) |
| Abstract | The current study aimed to assess the influence of learning disability (LD) symptoms on mother-child relationships using a multiple-informant approach. Children with LD aged between 7 and 14 (N = 90), their mothers, and teachers participated in the study. Mothers completed a sociodemographic information form, the Parent-Child Relationship Scale, and the Specific Learning Disability Symptom Check List (Mother Form); teachers completed the Specific Learning Disability Symptom Check List (Teacher Form); and children completed the Two-Field Map to assess their perceptions of closeness to their mothers. Pearson correlation, t-test, and path analyses were conducted. Overall, LD symptoms predicted mother-child positivity, negativity, and children's perceived closeness to their mothers. Results indicated both agreement and disagreement between mother-teacher and mother-child dyads. The current study assessed differential perspectives in evaluating LD and mother-child relationships to guide researchers in order to develop more comprehensive interventions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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