The Relationship Between Anxiety and Problem-Solving Skills in Children With and Without Learning Disabilities

Abstract

This study compared the effects of low, medium, and high pretest anxiety levels on the social and nonsocial problem-solving performance of 45 boys with learning disabilities (LD) and 45 boys with no learning disabilities (NLD). Participants ranged from 9 to 11 years of age. Boys with LD reported significantly higher pretest trait and state anxiety on the State-Trait Anxiety Inventory for Children than did NLD boys, and their perceived state anxiety escalated over the course of the problem-solving session. There were no pervasive effects of LD status on problem solving by itself, boys with LD being as effective in problem solving as NLD boys. However, means for task solution suggest a tendency for an interaction between group and anxiety level, which should be examined using a larger, well-defined sample and an unstructured task.

Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities

“…High levels of anxiety and school-related stress have been associated with learning disabilities (LD), which is defined exclusively in terms of academic difficulties (Fisher, Allen, & Kose, 1996;Gresham & Elliott, 1987). To our knowledge, no published research to date has examined the effects of meditation on anxiety levels, social skills, and academic performance of adolescents and none has investigated meditation and relaxation training as a means for promoting the psychological, social, and academic functioning of individuals with LD.…”

Education Psychologist Priorities in Inclusive Education Context

“…Daugelis autorių pabrėžia (Jané-Llopis, Braddick, 2008;Fisher et al, 1996;Masten, Coatsworth, 1998;Petrulytė, 2008Petrulytė, , 2012Zambacevičienė, Tulickas, 2004; Pileckaitė-Markovienė, 2000 ir kt.) paauglio nerimo, pažangumo bei nuostatų į mokyklą bei mokymosi sunkumų sąsajas, pvz.…”

Perceptions et attitudes des divers acteurs impliqués dans l'intégration scolaire des jeunes atteints d'Ataxie récessive spastique de Charlevoix-Saguenay en fonction de leurs connaissances /

“…En effet, un niveau d'anxiété plus élevé est rapporté chez les élèves avec des difficultés d'apprentissage (Fisher, Allen, & Kose, 1996). Ces jeunes auraient également des difficultés dans leur confiance en soi, leur estime personnelle et leur autonomie, ce qui pourrait entraîner un désintérêt face à Técole tout comme le fait qu'ils soient moins valorisés par leurs pairs (Lévesque, 2004).…”