Unit:
Κατεύθυνση ΨυχολογίαLibrary of the School of Philosophy
Author:
Kyriakidou Evgenia
Supervisors info:
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια Εκπαιδευτικής Ψυχολογίας, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αντωνία Παπαστυλιανού, Καθηγήτρια Κοινωνικής Ψυχολογίας, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Φιλία Ίσαρη, Αναπληρώτρια Καθηγήτρια Συμβουλευτικής Ψυχολογίας, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Ψυχοκοινωνική Προσαρμογή Μαθητών Με και Χωρίς Μαθησιακές Δυσκολίες και η Ποιότητα της Σχέσης τους με τον Εκπαιδευτικό
Translated title:
Psychosocial Adjustment of Students with and without Learning Difficulties and the Quality of their Relationship with the Teacher
Summary:
The current research studies the differences between students with and without Learning Difficulties concerning their self - reported psychosocial adjustment and the sense of quality they develop with their teacher. In the study participated in total 230 students of fifth and sixth grade of 3 elementary schools in Athens and, more specifically, 21 students with Learning Difficulties and 209 students without Learning Difficulties, as well as their 12 teachers, who were administered questionnaires. The results showed that students report different levels of self – perception and sense of rejection by their teacher, depending on whether they presented Learning Difficulties, where students with these difficulties report lower levels of self – perception and higher levels of sense of rejection by the teacher. Moreover, the study pointed that the quality of the relationship with the teacher predicted student’s self – reported psychosocial adjustment. Finally, statistically significant differences were reported concerning students’ gender and academic performance. Discussion focuses on reclaiming the findings in the school context, with the aim of highlighting the importance of student – teacher relationship to psychosocial and emotional support and development of the former.
Main subject category:
Philosophy - Psychology
Keywords:
Psychosocial adjustment, Specific Learning Disorders, student - teacher relationship, competence
