Coping Styles and Strategies: A Comparison of Adolescent Students With and Without Learning Disabilities

Firth, Norman; Greaves, Daryl; Frydenberg, Erica

doi:10.1177/0022219409345010

Cited by 26 publications

(11 citation statements)

References 42 publications

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“…For example, adults with learning disabilities scored lower compared to the reference group on two agentic action items (SDI:AR item 2 [“I think of more than one way to solve a problem.”] and SDI:AR item 11 [“I figure out ways to get around obstacles.”]). Ongoing work is needed to explore relations between these specific items and adults with learning disabilities, particularly examining the role of problem solving and self‐regulatory strategies (Firth, Greaves, & Frydenberg, 2010).…”

Section: Discussionmentioning

confidence: 99%

Examining the Impact of Personal Factors on Scores on the Self‐Determination Inventory: Adult Report in Adults with Disabilities

Hagiwara

Shogren

Rifenbark

2020

Policy Practice Intel Disabi

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Background Self‐determination develops across the life course and plays an important role in the lives of people with disabilities throughout childhood, adolescence, and into adulthood. Self‐determination is also assumed to be an enduring characteristic which can be meaningfully assessed over time with development. Further, researchers have consistently found that personal factors, such as age, gender, race/ethnicity, and disability status may impact the development and expression of self‐determination for people with disabilities. Recently, the Self‐Determination Inventory: Adult Report (SDI:AR), a self‐report measure, was developed to assess self‐determination for adults with and without disabilities ages 18 and over. However, there has not been any comprehensive studies examining the impact of personal factors on self‐determination of adults with and without disabilities as measured by the SDI:AR. Such work will inform the impact of personal factors on self‐determination of adults with and without disabilities. Specific Aims The purpose of this study was to analyze data from the SDI:AR validation study to examine the impact of personal factors (age, gender, and disability label) on the expression of self‐determination in adults with and without disabilities. Method This study used multilevel linear models, and the sample included 541 adults with and without disabilities ages 18 and 71. Findings Results showed personal factors impacted overall self‐determination for adults with and without disabilities in complex ways. In general, adults without disabilities scored higher than adults with disabilities, especially adults with intellectual disability. Results also suggested that the SDI:AR could be a meaningful tool to measure adult self‐determination. Discussion Considering the significant yet complex impact on adult self‐determination, it is critical to provide supports and opportunities for self‐determination throughout adulthood by taking personal factors into account.

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Section: Discussionmentioning

confidence: 99%

Examining the Impact of Personal Factors on Scores on the Self‐Determination Inventory: Adult Report in Adults with Disabilities

Hagiwara

Shogren

Rifenbark

2020

Policy Practice Intel Disabi

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“…After the transition to secondary school, the students in the intervention group who had dyslexia reported similar perceived control and adaptive coping to students without dyslexia in the intervention group rather than a decrease in these areas as has previously been reported (Firth et al ., , ; Lackaye et al ., ; Mamlin et al ., ; Wehmeyer & Kelchener, ). Although not statistically significant, trends for perceived control and productive coping for students in the intervention group were also all in the expected direction and were maintained across the three collection periods, especially for the students with dyslexia.…”

Section: Discussionmentioning

confidence: 98%

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme

et al. 2013

Self Cite

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A dyslexia coping programme entitled Success and Dyslexia was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow-up year suggested significant positive changes at first and second follow-ups in locus of control and nonproductive coping may also be associated with increase in age. Most trends were in the expected direction, especially for students with dyslexia. At follow-up, students with dyslexia reported similar perceived control and adaptive coping to students without dyslexia rather than a decrease in these areas as is usually the case. A larger sample and an ongoing control group are needed to confirm these results.

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“…This can still be compared to a nonproductive coping by avoiding focusing on academic difficulties and excelling in sports. 32 This non-productive/avoidance coping is essentially a defensive pattern of behaviors including learned helplessness, lack of belief in help, lack of willingness to take treatment, mainly be in denial or use repression for the situations, withdrawn to self, weeping and exaggerated dependency. 33 Analysis also showed authoritative parenting style was positively correlated with 'active' and 'support seeking' coping strategies.…”

Section: Discussionmentioning

confidence: 99%

Study of parenting styles, family functioning and its relation to coping strategies in children of specific learning disorder

Rupesh¹,

Singh

Subramanyam

et al. 2020

Int J Contemp Pediatr

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Background: Families of children with disabilities otherwise experience higher stress; and relation between parenting styles and coping of children is well known. Parental factors and family functioning may play a role in shaping the child, especially having issues like SLD. The objective is to study was coping strategies of children with SLD, parenting styles of their parents, their family functioning and relation of these with each other.Methods: It is a cross-sectional study undertaken after Institutional Ethics Committee approval, parent’s consent and child’s assent. Participants were 100 consecutive children, diagnosed with SLD, 9-13 years of age. Tools used were: Semi-structured proforma, Parenting Practices Questionnaire, Family Assessment Device and Children’s Coping Strategies Checklist Revision 1.Results: Authoritarian parenting style was significantly was associated with less use of ‘active’ and ‘support seeking’; and increased use of ‘distraction’ and ‘avoidance’ strategies. High scores on Authoritative style was associated with ‘active’ and ‘support seeking’ strategies. Avoidance coping strategy was associated with poor (high scores) and active coping strategies with higher (low scores) on problem solving, communication, and general family functioning.Conclusions: Parenting practices and family functioning can be pivotal in determining child’s attitude and coping. Assessment of this can be routinely included in child evaluation.

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Coping Styles and Strategies: A Comparison of Adolescent Students With and Without Learning Disabilities

Cited by 26 publications

References 42 publications

Examining the Impact of Personal Factors on Scores on the Self‐Determination Inventory: Adult Report in Adults with Disabilities

Examining the Impact of Personal Factors on Scores on the Self‐Determination Inventory: Adult Report in Adults with Disabilities

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme

Study of parenting styles, family functioning and its relation to coping strategies in children of specific learning disorder

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