Learning Disabilities and Anxiety: A Meta-Analysis
University of Georgia, Regents' Center for Learning Disorders, Athens, GA 30602, USA. Journal of Learning Disabilities
(Impact Factor: 1.9).
04/2010; 44(1):3-17. DOI: 10.1177/0022219409359939
This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude (d=.61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.
Available from: Hakan Sarıçam
- "Although metacognition has a positive influence on learning, maths anxiety has a negative effect on academic performance. Although students who are utilising metacognitive skills can easily recall and use their past knowledge to challenging problems (Kapa, 2007), on the other hand individuals with anxiety have difficulty storing and retrieving information (Nelson & Harwood, 2011). Maths anxiety is defined as feeling a fear or tension association with maths performance (Ashcraft & Kirk, 2001). "
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ABSTRACT: The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students. Keywords: Metacognitive awareness, maths anxiety, gifted
- "Students with LD are identified by their academic challenges and disabilities in attention, inhibition, and selfmonitoring (Berninger, Swanson, & Griffin, 2015;HorowitzKraus, 2014;Shaywitz & Shaywitz, 2008). They are noted for their personal histories of school-related frustrations, as well as anxiety and internalizing symptomatology in anticipation of possible academic failure (Klassen, Tze, & Hannok, 2013;Nelson, & Harwood, 2011). In this study, in line with a focus on positive psychology and resilience, we have assessed personal and interpersonal resources. "
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ABSTRACT: The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships between LD status and two outcomes: loneliness/social distress and academic self-efficacy. In particular, we hypothesized that hope and optimism would mediate the relationship between LD status and these outcomes. The sample consisted of 344 first-year undergraduates at the beginning of the academic year (Time-1) and a month later (Time-2). Results showed that LD status predicted Time-2 levels of academic self-efficacy and loneliness only indirectly, demonstrating that relationships between LD and loneliness as well as between LD and academic self-efficacy are mediated by hope.
Available from: Cristina Ottaviani
- "In particular, learning disabilities are often related to negative emotional manifestations, such as anxiety and stress; it is recognized that reciprocal relationships between anxiety and cognition are common and influential on multiple aspects of life (see Manassis 2013, for a recent review). A recent metaanalysis reports higher mean scores on measures of emotional arousal and anxiety in a clinical group of school-aged students with learning disabilities compared to typically developing peers (Nelson and Harwood, 2011), and a review that specifically included studies on internalizing correlates of dyslexia (Mugnaini, Lassi, La Malfa, & Albertini, 2009) showed that reading problems contribute in a relevant way to higher emotional arousal in students from first grade to university. However, not all the studies that investigated internalizing symptoms have found evidence of significant differences between children with dyslexia and typical readers (Lamm & Epstein, 1992; Miller, Hynd, & Miller, 2005), and variability in results might also be related to the source of information considered (children, parents, or teachers) (Carroll, Maughan, Goodman, & Meltzer, 2005; Dahle, Knivsberg, & Andreassen, 2011; Knivsberg & Andreassen 2008; Snowling, Muter, & Carroll, 2007; Willcutt & Pennington, 2000, Dahle & Knivsberg, 2014). "
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ABSTRACT: The aim of this study was to investigate physiological activation during reading and control tasks in
children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four
tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently, were compared for children with dyslexia (n = 16) and a control group of typical readers (n = 16). Children’s school wellness was measured through self- and parent-proxy reports. Significantly lower SCR was found for dyslexic children in the reading-aloud task, compared to the control group, whereas all participants showed similar physiological reactions to the other experimental conditions. SCR registered during reading tasks correlated with “Child’s emotional difficulties”, as reported by parents. Possible interpretations of the lower activation during reading aloud in dyslexic children are discussed.
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