Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships

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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
摘要	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.; 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.
学科领域	发展心理学
	2005-03-01
语种	英语
发表期刊	PSYCHOLOGY IN THE SCHOOLS
ISSN	0033-3085
卷号	42 期号:3 页码:325-331
期刊论文类型	Article
收录类别	SSCI
WOS记录号	WOS:000227458300011
引用统计	被引频次：34[WOS] [WOS记录] [WOS相关记录]
文献类型	期刊论文
条目标识符	http://ir.psych.ac.cn/handle/311026/5529
专题	中国科学院心理研究所回溯数据库(1956-2010)
通讯作者	Y. M. Zhang
作者单位	1.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
推荐引用方式 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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