Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders
Abstract
:1. Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders
2. Method
Participants
3. Measures
3.1. Children’s Instruments
3.2. Teachers’ Instrument
- (a)
- The 30-item measure of social skills consists of three subscales with 10 items in each, on a 3-point frequency dimension (often true, sometimes true, and never true). The social skill dimensions, as measured by factor-based subscales, were cooperation, assertion, self-control, responsibility, and empathy. Cooperation includes behaviors such as helping others, sharing materials, and complying with rules and directions. Assertion includes initiating behaviors, such as asking others for information, introducing oneself, and responding to the actions of others. Self-control includes behaviors that emerge in conflict situations and non-conflict situations that require taking turns and compromising. Responsibility includes behaviors that demonstrate the ability to communicate with adults and regard for property or work.
- (b)
- Problem behavior domains. Teachers rated specific student behaviors according to how often they occurred (0 = never, 1 = sometimes, and 2 = very often). A total social skills scale score was computed, with a range of 0–60.
- (c)
- Academic achievement, which was measured by a rating scale that requires a teacher to read nine questions. Four of the questions pertain directly to performance in reading or math, while five questions concern the student’s overall academic performance, motivation, parental encouragement, intellectual functioning, and classroom behavior. In addition, The Academic Competence Scale on the SSRS-T requires teachers to rate each student relative to other students from the lowest achievers to the highest achievers (1 indicates that the student is performing in the lowest 10% of his or her class, 2 indicates they are performing in the next lowest 20%, 3 indicates they are functioning in the middle 40% of the class, 4 indicates they are performing in the next highest 20% of the class, and 5 indicates that the student is performing in the highest 10% of the class). Standard scores (M = 100, SD = 15) for each scale are provided.
3.3. Motor Proficiency Instrument
4. Procedure
5. Results
Model Description
6. Discussion
7. Practical Implications
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Number of Items | Mean Score | Standard Deviation | Consistency (Cronbach Alpha) | |
---|---|---|---|---|
Motor Measures | ||||
Precision and Time | 2 | 21.81 | 4.92 | 0.76 |
Precision No Time | 1 | 28.96 | 15.08 | - |
Follow the Ball | 1 | 1.7 | 2.13 | - |
Catching the Ball | 1 | 8.12 | 2.11 | - |
Outcome Measures | ||||
Sense of Coherence | 15 | 3.2 | 0.36 | 0.66 |
Loneliness | 16 | 1.93 | 0.63 | 0.79 |
Academic Achievements | 8 | 3.82 | 0.99 | 0.96 |
Behavioral Problems | 18 | 0.44 | 0.4 | 0.92 |
Social Functioning | 30 | 1.39 | 0.41 | 0.95 |
Coherence | Loneliness | Academic Achievements | Behavioral Problems | Social Functioning | |
---|---|---|---|---|---|
Age | −0.003 | −0.08 | 0.10 ** | −0.06 * | −0.05 |
−0.03 | −0.05 | −0.03 | −0.03 | −0.07 | |
Gender | −0.03 | −0.08 | 0.17 *** | −0.20 *** | 0.02 |
−0.03 | −0.05 | −0.03 | −0.03 | −0.07 | |
Learning Disorders | −0.09 * | 0.38 *** | −0.31 *** | 0.23 *** | −1.27 *** |
−0.04 | −0.08 | −0.04 | −0.05 | −0.11 | |
Precision and Time | −0.002 | 0.01 | −0.01 ** | 0.01 | −0.03 ** |
−0.003 | −0.01 | −0.004 | −0.004 | −0.01 | |
Precision No Time | 0.001 | 0.002 | −0.001 | −0.002 | −0.003 |
−0.002 | −0.003 | −0.002 | −0.001 | −0.004 | |
Follow the Ball | 0.01 * | −0.01 | −0.02 * | 0.01 | −0.04 * |
−0.01 | −0.01 | −0.01 | −0.01 | −0.02 | |
Catching the Ball | 0.001 | −0.01 | 0.003 | 0.01 | 0.01 |
−0.01 | −0.01 | −0.01 | −0.01 | −0.02 | |
Sense of Coherence | 0.07 | −0.11 * | 0.17 | ||
−0.04 | −0.05 | −0.11 | |||
Loneliness | −0.11 *** | 0.06 * | −0.17 ** | ||
−0.03 | −0.03 | −0.06 | |||
R2 | 0.02 | 0.06 ** | 0.23 *** | 0.16 *** | 0.27 *** |
−0.01 | −0.02 | −0.03 | −0.02 | −0.03 |
Independent | Mediator 1 | Dependent Variable | Independent → Mediator1 | Mediator → Dependent | Independent → Dependent | Indirect | 95% CI | Total |
---|---|---|---|---|---|---|---|---|
LD | Loneliness | Academic achievements | 0.38 *** (0.08) | −0.11 *** (0.03) | −0.31 *** (0.04) | −0.04 ** (0.01) | [−0.07, −0.02] | −0.36 *** (0.04) |
LD | Loneliness | Behavioral problems | 0.38 *** (0.08) | 0.06 * (0.03) | 0.23 *** (0.05) | 0.02 (0.01) | [0.002, 0.04] | 0.26 *** (0.04) |
LD | Loneliness | Social functioning | 0.38 *** (0.08) | −0.17 ** (0.06) | −1.27 *** (0.11) | −0.07 * (0.03) | [−0.12, −0.01] | −1.35 *** (0.11) |
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Zach, S.; Yazdi-Ugav, O. Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders. Sustainability 2021, 13, 2559. https://doi.org/10.3390/su13052559
Zach S, Yazdi-Ugav O. Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders. Sustainability. 2021; 13(5):2559. https://doi.org/10.3390/su13052559
Chicago/Turabian StyleZach, Sima, and Orly Yazdi-Ugav. 2021. "Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders" Sustainability 13, no. 5: 2559. https://doi.org/10.3390/su13052559