Factors Associated With Participation and Change Over Time in Domestic Life, Peer Relations, and School for Adolescents With and Without Self-Reported Neurodevelopmental Disorders. A Follow-Up Prospective Study

Lygnegård, Frida; Augustine, Lilly; Granlund, Mats; Kåreholt, Ingemar; Huus, Karina

doi:10.3389/feduc.2018.00028

Cited by 6 publications

(5 citation statements)

References 29 publications

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“…General school selfefficacy in secondary school may be affected by students with disabilities being more sensitive to environmental factors, such as classroom climate (Bertills et al, 2018b). It is also possible that they develop at a slower pace than their typically functioning peers (Lygnegård et al, 2018). Additionally, acceptance of "being different" by themselves and others, potentially aided by schoolbased support services, may have contributed to the positive trend of general school self-efficacy.…”

Section: Discussionmentioning

confidence: 99%

School Achievement and Failure: Prevention and Intervention Strategies

Galindo¹,

Candeias²,

Lipowska³

et al. 2022

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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Section: Discussionmentioning

confidence: 99%

School Achievement and Failure: Prevention and Intervention Strategies

Galindo¹,

Candeias²,

Lipowska³

et al. 2022

Frontiers Research Topics

View full text Add to dashboard Cite

show abstract

“…General school self-efficacy in secondary school may be affected by students with disabilities being more sensitive to environmental factors, such as classroom climate ( Bertills et al, 2018b ). It is also possible that they develop at a slower pace than their typically functioning peers ( Lygnegård et al, 2018 ). Additionally, acceptance of “being different” by themselves and others, potentially aided by school-based support services, may have contributed to the positive trend of general school self-efficacy.…”

Section: Discussionmentioning

confidence: 99%

“…This may signal early maturity, which supports previous research that initial high efficacy to self-regulate student actions leads the way to future success ( Caprara et al, 2004 ). It is also likely that students with disabilities mature at a slower pace ( Lygnegård et al, 2018 ). Another explanation is the previously mentioned change in frame of reference.…”

Section: Discussionmentioning

confidence: 99%

Student Self-Efficacy and Aptitude to Participate in Relation to Perceived Functioning and Achievement in Students in Secondary School With and Without Disabilities

2021

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School-based Physical Education (PE) is important, especially to students with disabilities whose participation in physical activities out of school is limited. The development over time of participation-related constructs in relation to students’ perceived functioning and achievement is explored. Students in mainstream inclusive secondary school self-rated their PE-specific self-efficacy, general school self-efficacy, aptitude to participate in PE, and perceived physical and socio-cognitive functional skills at two timepoints, year 7 and year 9. Results were compared between three groups of students with: disabilities (n = 28), high grades (n = 47), or low grades (n = 30) in PE. Over time, perceived physical skills of students with disabilities became strongly associated with self-efficacy and aptitude to participate. Perceived socio-cognitive skills in the study sample improved and had a positive effect on PE-specific self-efficacy. Efforts should be made to limit the accelerated negative impact of perceived restricted functioning of students with disabilities. Grading criteria need to be developed to comply with standards adapted to fit abilities of students with disabilities. Meaningful learning experiences appear to be created when participation is promoted and capacity beliefs (PE-specific self-efficacy) are boosted. Allocating resources to support the development of students’ socio-cognitive skills seem to have potential for overall positive school outcome.

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“…Mental health problems were measured using The Strength and Difficulties Questionnaire (SDQ) [25]; the Swedish translation by Smedje [28] was used. It has been validated by Malmberg et al [29]. The focus was on the four problems scales: emotional problems, peer problems, hyperactivity, and conduct, as well as the impact supplement focusing on the perceived impact of problems on everyday life.…”

Section: Mental Health Problemsmentioning

confidence: 99%

Trajectories of participation, mental health, and mental health problems in adolescents with self-reported neurodevelopmental disorders

Augustine

Lygnegård

Granlund

2021

Disability and Rehabilitation

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Purpose: Having a neurodevelopmental disorder (NDD) increases the risk of mental health problems and lower participation. We investigated the trajectories of mental health problems and participation in adolescents with NDD and compared these with trajectories for peers without NDD. In addition, the relationship between participation, mental health (well-being), and mental health problems were investigated. Materials and methods: Data from a Swedish longitudinal survey study (LoRDIA) was used and adolescents with and without self-reported NDD were followed from 12/13 to 17 years, in three waves. Mental health problems were measured using the Strength and Difficulties Questionnaire, and well-being was measured with the Mental Health Continuum short form. Results: Adolescents with NDD experience more mental health problems than adolescents without NDD. Hyperactivity, a key feature of NDD, remains stable, while emotional problems and psychosomatic complaints, increase over time for girls, independent of NDD. Participation is stable over time but is more related to well-being than to NDD or mental health problems. Conclusions: Gender is an important factor with girls exhibiting more problems. Mental health explains more of the variation in participation than mental health problems and NDD. Probably participation intervention can enhance mental health which may protect from mental health problems. ä IMPLICATIONS FOR REHABILITATIONMental health, i.e., emotional-, social-, and psychological well-being is more strongly related to participation and to reduced levels of mental health problems than having an NDD or not, thus assessing mental health separately from measuring NDD is important. Interventions focusing on participation may lead to higher mental health and having high mental health (flourishing) may facilitate participation. Girls with self-reported NDD seem to have a higher burden of mental health problems, especially if they also are languishing, i.e., having low mental health, therefore a strong focus on this group is needed both in research and clinical practice. Half of all adolescents are flourishing, independently of NDD or not, even if they are experiencing some symptoms of mental health problems, adolescents with NDD who are also languishing, have much higher ratings of mental health problems.

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Factors Associated With Participation and Change Over Time in Domestic Life, Peer Relations, and School for Adolescents With and Without Self-Reported Neurodevelopmental Disorders. A Follow-Up Prospective Study

Cited by 6 publications

References 29 publications

School Achievement and Failure: Prevention and Intervention Strategies

School Achievement and Failure: Prevention and Intervention Strategies

Student Self-Efficacy and Aptitude to Participate in Relation to Perceived Functioning and Achievement in Students in Secondary School With and Without Disabilities

Trajectories of participation, mental health, and mental health problems in adolescents with self-reported neurodevelopmental disorders

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