School-Related Stress and Depression in Adolescents with and without Learning Disabilities: An Exploratory Study

Autor/inn/en	Feurer, D. Paige; Andrews, Jac J. W.
Titel	School-Related Stress and Depression in Adolescents with and without Learning Disabilities: An Exploratory Study
Quelle	In: Alberta Journal of Educational Research, 55 (2009) 1, S.92-108 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Stress Variables; Learning Disabilities; Questionnaires; Adolescents; Depression (Psychology); Secondary School Students; Foreign Countries; Self Concept; Correlation; Predictor Variables; Student Attitudes; Canada + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Fragebogen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Ausland; Selbstkonzept; Korrelation; Prädiktor; Schülerverhalten; Kanada
Abstract	This study examined school-related stress and depression in adolescents with and without learning disabilities. A total of 87 students (38 learning-disabled and 49 nondisabled) from secondary schools in Calgary completed questionnaires on depressive symptoms and on school-related stress. Results indicated that the adolescents with LD reported significantly higher levels of academic self-concept stress than their NonLD peers. However, the groups did not differ significantly on depression or on the other areas of school-related stress. Significant and positive correlations between school-related stress and depression were found, and the stress variables were found to be significant predictors of adolescent depression. Practical implications of the findings for parents and educators are discussed. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10