Unit:
Κατεύθυνση Σχολική ψυχολογίαLibrary of the School of Philosophy
Author:
Kontaratou Despoina
Supervisors info:
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, ΕΚΠΑ (επιβλέπουσα καθηγήτρια)
Διαμάντω Φιλιππάτου, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, ΕΚΠΑ (μέλος τριμελούς επιτροπής)
Αικατερίνη Λαμπροπούλου, Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας, ΕΚΠΑ (μέλος τριμελούς επιτροπής)
Original Title:
Διερεύνηση της Ψυχοκοινωνικής Προσαρμογής Μαθητών Με και Χωρίς Μαθησιακές Δυσκολίες και της Ποιότητας Σχέσης Μαθητών-Εκπαιδευτικών
Translated title:
Investigating Psychosocial Adjustment of Students with and without Specific Learning Difficulties and their Quality of Teacher-Student Relationship
Summary:
The present thesis investigates the psychosocial adjustment of primary education students with and without specific learning difficulties (S.L.D.), the quality of teacher-student relationship and the associations between these variables. The sample included 170 students, 23 of whom had been diagnosed with S.L.D., as well as 12 teachers of these students. For data collection the following instruments were used for students: «The Psychosocial Adjustment Scale», a self-report scale for children 10-12 years old, (Hatzichristou et al., 2008) and the «Children’s Appraisal of Teacher as a Secure Base- CATSB», (Yagon & Mikulincer, 2004), whereas the teachers completed the «Student-Teacher Relationship Scale – STRS», (Pianta, 2001). According to the results of the present study, there were differences in the self-reported psychosocial adjustment of children and teacher-student relationship quality between students with and without S.L.D. Moreover, statistically significant correlations between the subscales of psychosocial adjustment and the subscales of the children’s appraisal of teacher as a secure base both for students with and without S.L.D were found. Furthermore, the students’ perceived acceptance of teacher was a predictor of students’ psychosocial adjustment. The results are discussed in view of the recent literature and the limitations of the present study and suggestions for future research are presented.
Main subject category:
Philosophy - Psychology
Keywords:
psychosocial adjustment, teacher-student relationship quality, specific learning difficulties (S.L.D.)
Number of references:
185
