Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Education
Αλέξανδρος-Σταμάτιος Αντωνίου, Αναπληρωτής Καθηγητής, ΠΤΔΕ-ΕΚΠΑ
Η Σχολική και Συναισθηματική Επάρκεια των Παιδιών με Δυσλεξία
Academic and Emotional Adjustment in children with dyslexia
The present study aims to examine Social and Psychological Adjustment, and more specifically the dimensions of Academic and Emotional Capacity in children with dyslexia in comparison with their typically developing peers. Additionally, we pursued the examination of gender differences in regards to those dimensions, as well as the relationship between Academic Emotional Capacity themselves. The sample was comprised of 135 children attending the fifth and sixth grade of grade school. From the total of 135, 26 children comprised the sample of children with dyslexia, while the remaining 109 were part of the typical development sample. As far as gender distribution is concerned, 69 children were male and 57 were female. The tools that were utilized were the self-administered questionnaire from "Social and Psychological Adjustment Test" of Chatzichristou, Polychroni, Bezevekis, and Milonas (2008), alongside a custom questionnaire that was used for the collection of the necessary demographic information. The study results confirm the existence of differentiation between children with dyslexia and those without, in terms of the factors of Academic and Emotional Capacity, with the exception of the Emotion Regulation and Self-control variable. As for the Gender variable, we noted differences in the dimensions under examination, with each gender adhering to characteristics that stem from social stereotypes for said gender. Last, in terms of the relationship between Academic and Emotional Capacity themselves, a positive correlation was noted.
Main subject category:
Social and Psychological Adjustment, Academic and Emotional Capacity, Dyslexia, Gender Differences
Number of references:
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