Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking
Saved in:
| Title: | Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking |
|---|---|
| Language: | English |
| Authors: | van der Sande, Lisa, Hendrickx, Marloes M. H. G., Boor-Klip, Henrike J., Mainhard, Tim |
| Source: | Journal of Learning Disabilities. May-Jun 2018 51(3):211-222. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 5 |
| Descriptors: | Learning Disabilities, Social Status, Reputation, Peer Relationship, Teacher Student Relationship, Grade 5, Comparative Analysis, Structural Equation Models, Foreign Countries, Questionnaires, Student Attitudes, Bayesian Statistics, Statistical Analysis |
| Geographic Terms: | Netherlands |
| DOI: | 10.1177/0022219417708172 |
| ISSN: | 0022-2194 |
| Abstract: | Although many studies have found that children with learning disabilities (LD) are less liked by peers than children without LD, the results are not unequivocal. In the present study, we investigated the social status (in terms of likeability and popularity) of children with LD by considering peer academic reputation and peer reputation of teacher liking. These variables are potentially important alternative factors for differences in social status between children with and without LD. Fifth-grade students (n = 1,453; M[subscript age] = 10.60) in 58 classes in the Netherlands completed peer nominations for academic reputation, teacher liking, and social status. The data were analyzed with Bayesian structural equation modeling. The associations between LD and social status were completely mediated by the lower peer academic reputation of children with LD. As expected, peer reputation of teacher liking served as a protective factor against low social status for children with low peer academic reputation in general but not specifically for children with LD. Implications for research and practice are discussed. |
| Abstractor: | As Provided |
| Number of References: | 62 |
| Entry Date: | 2018 |
| Accession Number: | EJ1175283 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Although many studies have found that children with learning disabilities (LD) are less liked by peers than children without LD, the results are not unequivocal. In the present study, we investigated the social status (in terms of likeability and popularity) of children with LD by considering peer academic reputation and peer reputation of teacher liking. These variables are potentially important alternative factors for differences in social status between children with and without LD. Fifth-grade students (n = 1,453; M[subscript age] = 10.60) in 58 classes in the Netherlands completed peer nominations for academic reputation, teacher liking, and social status. The data were analyzed with Bayesian structural equation modeling. The associations between LD and social status were completely mediated by the lower peer academic reputation of children with LD. As expected, peer reputation of teacher liking served as a protective factor against low social status for children with low peer academic reputation in general but not specifically for children with LD. Implications for research and practice are discussed. |
|---|---|
| ISSN: | 0022-2194 |
| DOI: | 10.1177/0022219417708172 |
