Self-Esteem, Shyness, and Sociability in Adolescents With Specific Language Impairment (SLI)

Wadman, Ruth; Durkin, Kevin; Conti‐Ramsden, Gina

doi:10.1044/1092-4388(2008/069)

Cited by 108 publications

(106 citation statements)

References 63 publications

(112 reference statements)

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“…Again, this data is consistent with findings on adolescents with SLI (Botting & Conti-Ramsden, 2000;Wadman et al, 2008). Nevertheless, their problems are sufficiently severe to be recognized by teachers and parents as well as themselves suggesting that they impact on many aspects of their everyday lives.…”

Section: Discussionsupporting

confidence: 81%

“…In a study of friendships in 16-year old students with SLI, 60% reported having good quality friendships (Durkin & Conti-Ramsden, 2007). Furthermore, their problems rarely fall within the clinical range of the disorder (Botting SOCIAL AND EMOTIONAL FUNCTIONING IN ADOLESCENCE 7 & Conti-Ramsden, 2000;Redmond & Rice, 1998;Wadman et al, 2008). Recent longitudinal studies of well-being and quality of life (Carroll & Dockrell, 2010;Dockrell, Lindsay, Palikara & Cullen, 2007;Palikara, Lindsay & Dockrell, 2009) report more positive long term outcomes than earlier studies (Clegg et al, 2005;Howlin, Mawhood & Rutter, 2000;Mawhood, Howlin & Rutter, 2000).…”

mentioning

confidence: 99%

“…Recent studies, of social, emotional and behavioral functioning in adolescents with SLI, report that they are at greater risk of SEBD than their typically developing peers. These include lower self esteem (Lindsay & Dockrell, 2000;Wadman, Durkin & Conti-Ramsden, 2008), poorer peer relations and emotional engagement (Conti-Ramsden & Botting, 2004;Durkin & Conti-Ramsden, 2007;Lindsay et al, 2007; Wadman, Durkin & Conti-Ramsden, 2011), inferior friendship quality (Durkin & ContiRamsden, 2007), higher rates of bullying (Knox & Conti-Ramsden, 2003;Savage, 2005), a higher incidence of attention disorders and hyperactivity (Beitchman et al, 1996), greater anxiety and depression (Beitchman et al, 2001;, more substance abuse (Beitchman et al, 1999) and increased aggressive behavior (Brownlie et al, 2004).This relationship between poor language performance and SEBD is not straightforward.Not all children and young people with SLCD have SEBD and they experience a range of life outcomes (Durkin & Conti-Ramsden, 2010; Law, 2011). In a study of friendships in 16-year old students with SLI, 60% reported having good quality friendships (Durkin & Conti-Ramsden, 2007).…”

mentioning

confidence: 99%

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Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Joffe

Black

2012

LSHSS

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link: E-mail: v.joffe@city.ac.ukThis is an author-produced manuscript that has been peer reviewed and accepted for publication in Language, Speech, and Hearing Services in Schools (LSHSS). As the "Papers in Press" version of the manuscript, it has not yet undergone copyediting, proofreading, or other quality controls associated with final published articles. As the publisher and copyright holder, the American Speech-Language-Hearing Association (ASHA) disclaims any liability resulting from use of inaccurate or misleading data or information contained herein. Further, the authors have disclosed that permission has been obtained for use of any copyrighted material and that, if applicable, conflicts of interest have been noted in the manuscript. SOCIAL AND EMOTIONAL FUNCTIONING IN ADOLESCENCE 2 AbstractPurpose: Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional and behavioral difficulties (SEBD). Most studies of social, emotional and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a non clinical group of 12-year old students with low language and educational performance from their own perspectives and those of their parents and teachers. Method:The Strengths and Difficulties Questionnaire was given to 352 mainstream secondary school students underperforming academically and with poor language performance. Two hundred and twenty five of their parents and 230 of their teachers also completed the questionnaire.Results: Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents and teachers.Significant differences were found across respondents with students identifying more overall difficulties than parents or teachers.Conclusions: Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.Key Words: social, emotional and behavioral difficulties, adolescence, poor language performance, poor educational attainment, student, parent and teacher perspectives. SOCIAL AND EMOTIONAL FUNCTIONING IN ADOLESCENCE 3There is strong evidence for a relationship between language ability and social, emotional and behavioral functioning (SEBF) with an increased prevalence of social, emotional and behavioral difficulties (SEBD) reported in children with language impairments (Beitchman et al., 1996;Durkin & Conti-Ramsden, 2010;Fujiki, Brinton & Clarke, 2002) and an increased prevalence of language difficulties found in children identified as having social, emotional and ...

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Section: Discussionsupporting

confidence: 81%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Joffe

Black

2012

LSHSS

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“…Shy children speak less in conversation because they have poor language skills with a limited amount of vocabularies [17]. This is a worrying scenario because if the children do not utilise the opportunity in such social interaction, their language abilities are at risk and affect their academic learning as well as social competencies [18]. The researchers argued that shyness and poor communication skills lower the self-esteem of an individual.…”

Section: Literature Reviewmentioning

confidence: 99%

The Significant Effects of Communication Activities in the Co-Curricular Towards Reducing Shyness Amongst Elementary School Children

Masduki¹,

Zakaria

Ismail

2018

J. Phys.: Conf. Ser.

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Abstract. Shy children tend to have verbal communication problems and low self-esteem. However, the confidence and communication skills of these children could not be developed solely through classroom instructions. Ironically, the co-curricular program provides a good medium for communication activities that can improve their confidence and communication skills. Therefore, this study examined children's communication skills and communication activities during the co-curricular program at their school. The areas of study were the children's level of shyness, the implementation and the effectiveness of communication activities in the co-curricular program. The quantitative study adopted a non-experimental descriptive research design. The respondents were 357 Grade Six students from elementary schools in Segamat, Johor which was selected from a random sampling. Results showed that most children were having a medium level of shyness and the communication activities were moderately implemented in the co-curricular program at their schools. Almost all respondents viewed communication activities in the co-curricular program as very effective to reduce shyness, enhance their self-esteem and communication skills. Hence, communication skills of shy children can be enhanced through appropriate communication activities conducted during the co-curricular program. Children should be encouraged and trained to speak in public by participating in the debate, public speaking and theatre activities during the co-curricular to reduce their shyness.

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“…The uses and gratification approach acknowledges the individual characteristics as another variable that effects the differences in user responses to the same or similar media (Stone et al, 1999). Thus, interactivity inherent to social media usage and communication may emphasize the active role of socialiability, the tendency to affiliate and to prefer being with others (Santesso et al, 2004;Wadman et al, 2008;Rai, 2011), as an individual characteristic.…”

Section: Hypotheses Of the Studymentioning

confidence: 99%

Hedonic, Utilitarian and Symbolic Drives Behind Place Check-in Activity of Mobile Consu mers

Tatar¹

2016

mbrev

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Turkey with 67 million mobile subscribers is an important target market for mobile marketers. Check-in applications which is an important part of mobile marketing are the main subject of this study. The aim of the study is to measure the the impacts of hedonic, utilitarian and social motivations behind mobile check-in activity, along with the impact of familiarity with check-in application and socialiability level of a person. These impacts are examined over frequency of check-ins and loyalty to a specific mobile check-in application. The relationships were tested with Structural Equation Modeling (SEM) by using Amos 21 software program. The outcomes show positive effects of familiarity with check-in application on check-in frequency; hedonic, utilitarian, conspicuous values and socialiability on loyalty to a specific check-in application. The results of the study is believed to be helpful to mobile marketing managers in terms of crafting right marketing strategies in mobile environment.

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Self-Esteem, Shyness, and Sociability in Adolescents With Specific Language Impairment (SLI)

Cited by 108 publications

References 63 publications

Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

The Significant Effects of Communication Activities in the Co-Curricular Towards Reducing Shyness Amongst Elementary School Children

Hedonic, Utilitarian and Symbolic Drives Behind Place Check-in Activity of Mobile Consu mers

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