Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being
Abstract
:1. Introduction
1.1. Social Support
1.2. Loneliness
1.3. Self-Efficacy
1.4. Subjective Well-Being
1.5. The Current Study
- We hypothesized that students with LDs would report lower social support, self-efficacy, and well-being, and higher loneliness than non-LD students.
- We hypothesized that higher social support will have mediated the effects of loneliness and perceived self-efficacy on well-being for each group of participants (with and without LD).
- Gender differences would occur across student groups: girls would report lower social support and lower well-being and higher loneliness than boys, compared to non-LD students.
2. Method
2.1. Participants
2.2. Measures
2.3. Procedure
2.4. Data Analyses
3. Results
3.1. Preliminary Analysis
3.2. Modeling Results
4. Discussion
4.1. Limitations and Future Directions
4.2. Implications for Practice
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Non-LD Group (n = 587) | LD Group (n = 247) | |||||
---|---|---|---|---|---|---|
M | SD | M | SD | F(1832) | η2p | |
Loneliness | 27.71 | 11.87 | 28.26 | 12.27 | 0.37 | 0.00 |
Self-efficacy | 3.72 | 0.77 | 3.58 | 0.82 | 5.18 * | 0.006 |
Family support | 5.81 | 1.91 | 5.91 | 1.69 | 0.58 | 0.001 |
Friend support | 5.30 | 2.05 | 5.37 | 1.97 | 0.21 | 0.00 |
Close person support | 5.70 | 1.91 | 5.75 | 1.81 | 0.10 | 0.00 |
Well-being | 5.61 | 1.31 | 5.36 | 1.48 | 5.83 * | 0.007 |
Fit Parameter | χ2(df), p | CFI | TLI | RMSEA | SRMR |
---|---|---|---|---|---|
Model | |||||
One Model | 11.75(6), 0.068 | 0.998 | 0.995 | 0.034 | 0.009 |
M1: Configured | 26.72(12), 0.009 | 0.995 | 0.987 | 0.054 | 0.014 |
M2: Metric | 36.64(16), 0.001 | 0.992 | 0.984 | 0.060 | 0.037 |
M3: Scalar | 40.36(20), 0.005 | 0.993 | 0.989 | 0.049 | 0.039 |
∆M2-M1 | 12.92(4), 0.012 | 0.003 | |||
∆M3-M1 | 13.64(8), 0.092 | 0.002 | |||
∆M3-M2 | 0.72(4), 0.095 | 0.001 |
Loneliness | Self-Efficacy | Support | Well-Being | |
---|---|---|---|---|
Non-LD group | ||||
Gender | 0.47 (0.94) | 0.15 * (0.06) | −0.33 ** (0.11) | 0.27 ** (0.09) |
Age | 0.03 (0.24) | −0.01 (0.2) | 0.09 ** (0.03) | −0.10 *** (0.02) |
Loneliness | −0.04 *** (0.01) | −0.03 *** (0.01) | ||
Self-efficacy | 0.72 *** (0.12) | 0.72 *** (0.10) | ||
Social support | 0.20 ** (0.06) | |||
R2 | 0.00 (0.00) | 0.01 (0.01) | 0.41 *** (0.05) | 0.46 *** (0.04) |
LD group | ||||
Gender | 3.08 * (1.42) | −0.01 (0.10) | −0.65 *** (0.16) | 0.41 * (0.19) |
Age | −0.75 * (0.34) | −0.01 (0.02) | 0.05 (0.04) | −0.06 (0.04) |
Loneliness | −0.02 (0.01) | −0.01 (0.01) | ||
Self-efficacy | 0.85 *** (0.18) | 0.27 (0.20) | ||
Social support | 0.67 *** (0.14) | |||
R2 | 0.04 * (0.02) | 0.001 (0.01) | 0.45 *** (0.06) | 0.54 *** (0.06) |
Independent | Mediator | Dependent | Independent → Mediator | Mediator → Dependent | Independent → Dependent | Indirect Effect | 95% CI Indirect Effect |
---|---|---|---|---|---|---|---|
Non-LD group | |||||||
Age | Social support | Well-being | 0.09 ** (0.03) | 0.20 ** (0.06) | −0.10 *** (0.02) | 0.02 * (0.01) | [0.01, 0.03] |
Loneliness | Social support | Well-being | −0.04 *** (0.01) | 0.20 ** (0.06) | −0.03 *** (0.01) | −0.007 ** (0.003) | [−0.01, −0.003] |
Self-efficacy | Social support | Well-being | 0.72 *** (0.12) | 0.20 ** (0.06) | 0.72 *** (0.10) | 0.14 * (0.06) | [0.06, 0.28] |
Gender | Self- efficacy | Well-being | 0.15 * (0.06) | 0.72 *** (0.10) | 0.27 ** (0.09) | 0.11 * (0.04) | [0.03, 0.20] |
Gender | Social support | Well-being | −0.33 ** (0.11) | 0.20 ** (0.06) | 0.27 ** (0.09) | −0.06 * (0.03) | [−0.14, −0.02] |
LD group | |||||||
Self-efficacy | Social support | Well-being | 0.85 *** (0.18) | 0.67 *** (0.14) | 0.27 (0.20) | 0.56 *** (0.15) | [0.32, 0.88] |
Gender | Social support | Well-being | −0.65 *** (0.16) | 0.67 *** (0.14) | −0.43 ** (0.14) | −0.43 ** (0.14) | [−0.73, −0.19] |
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Heiman, T.; Olenik-Shemesh, D. Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being. Int. J. Environ. Res. Public Health 2020, 17, 7358. https://doi.org/10.3390/ijerph17207358
Heiman T, Olenik-Shemesh D. Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being. International Journal of Environmental Research and Public Health. 2020; 17(20):7358. https://doi.org/10.3390/ijerph17207358
Chicago/Turabian StyleHeiman, Tali, and Dorit Olenik-Shemesh. 2020. "Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being" International Journal of Environmental Research and Public Health 17, no. 20: 7358. https://doi.org/10.3390/ijerph17207358