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Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships
Yu, GL; Zhang, YM; Yan, R; Y. M. Zhang
2005-03-01
Source PublicationPSYCHOLOGY IN THE SCHOOLS
ISSN0033-3085
SubtypeArticle
Volume42Issue:3Pages:325-331
AbstractAlthough children with learning disabilities are often considered to be a heterogeneous group, they are always situated in specific social surroundings such as schools and families with which they interact dynamically in everyday life. Therefore, peer acceptance and family functioning may be related to the loneliness experienced by children with learning disabilities. This study explores the characteristics of loneliness and peer acceptance among children with learning disabilities and discusses the relationships among loneliness, peer acceptance, and family functioning. The results indicate that children with learning disabilities reported higher degrees of loneliness, but lower levels of peer acceptance; significant correlations existed between peer acceptance and loneliness, and between peer acceptance and family functioning; however, no significant correlations were found between loneliness and family functioning.; Although children with learning disabilities are often considered to be a heterogeneous group, they are always situated in specific social surroundings such as schools and families with which they interact dynamically in everyday life. Therefore, peer acceptance and family functioning may be related to the loneliness experienced by children with learning disabilities. This study explores the characteristics of loneliness and peer acceptance among children with learning disabilities and discusses the relationships among loneliness, peer acceptance, and family functioning. The results indicate that children with learning disabilities reported higher degrees of loneliness, but lower levels of peer acceptance; significant correlations existed between peer acceptance and loneliness, and between peer acceptance and family functioning; however, no significant correlations were found between loneliness and family functioning. (C) 2005 Wiley Periodicals, Inc.
Subject Area发展心理学
Indexed BySSCI
Language英语
WOS IDWOS:000227458300011
Citation statistics
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/5529
Collection中国科学院心理研究所回溯数据库(1956-2010)
Corresponding AuthorY. M. Zhang
Affiliation1.Chinese Acad Sci, Key Lab Mental Hlth, Sch Grad Studies, Inst Psychol, Beijing 100101, Peoples R China
2.Renmin Univ China, Inst Psycology, Beijing, Peoples R China
Recommended Citation
GB/T 7714
Yu, GL,Zhang, YM,Yan, R,et al. Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships[J]. PSYCHOLOGY IN THE SCHOOLS,2005,42(3):325-331.
APA Yu, GL,Zhang, YM,Yan, R,&Y. M. Zhang.(2005).Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships.PSYCHOLOGY IN THE SCHOOLS,42(3),325-331.
MLA Yu, GL,et al."Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships".PSYCHOLOGY IN THE SCHOOLS 42.3(2005):325-331.
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