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Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

Author

Listed:
  • Tali Heiman

    (Department of Education and Psychology, The Open University of Israel, 1 University Road, Ra’anana 4353701, Israel)

  • Dorit Olenik-Shemesh

    (Department of Education and Psychology, The Open University of Israel, 1 University Road, Ra’anana 4353701, Israel)

Abstract

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

Suggested Citation

  • Tali Heiman & Dorit Olenik-Shemesh, 2020. "Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being," IJERPH, MDPI, vol. 17(20), pages 1-15, October.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:20:p:7358-:d:425397
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    Citations

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    Cited by:

    1. Nimrod Polak & Ephraim S. Grossman, 2024. "The Inherent Shield: Learning-Based Stress Symptoms Among People Diagnosed with Specific Learning Disability and Its Relationship with Dispositional Mindfulness," Societies, MDPI, vol. 14(11), pages 1-18, November.
    2. Meijie Chu & Zhiwei Fang & Chun-Yang Lee & Yi-Han Hu & Xian Li & Shih-Han Chen & Tianmu Chen & Xuehui Chen & Yi-Chen Chiang, 2023. "Collaboration between School and Home to Improve Subjective Well-being: A New Chinese Children’s Subjective Well-being Scale," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1527-1552, August.
    3. Tamar Icekson & Oranit Davidson Begerano & Michal Levinson & Jenny Savariego & Malka Margalit, 2021. "Learning Difficulties and Loneliness in College and Beyond: The Mediating Role of Self-Efficacy, Proactive Coping, and Hope," IJERPH, MDPI, vol. 18(19), pages 1-14, October.

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