This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by McPhail, J. C. Search for Related Content PubMed PubMed Citation Articles by McPhail, J. C. Pubmed/NCBI databases Medline Plus Health Information Learning Disorders Teen Health Teens' Page Social Bookmarking                         What's this?

Adolescents with Learning Disabilities

A Comparative Life-Stream Interpretation

Jean C. McPhail is an assistant professor in educational studies at the University of Michigan. She received her PhD in the field of communication sciences and disorders-learning disabilities from Northwestern University in 1991. She currently teaches courses in the theory and practice of learning disabilities. Her current research focuses on methodological issues for the purpose of increasing the meaningfulness of research with individuals with learning problems, and on issues pertaining to the relationship among learning, social context, and the emotions. Address: Jean C. McPhail, University of Michigan, Educational Studies Program, 610 East University, 1323 SEB, Ann Arbor, MI 48109-1259.

The subjective experiences of adolescents with learning disabilities (LD) were compared to those of their low-achieving and normally achieving peers. Three groups of juniors and seniors from one suburban high school district, 18 students with learning disabilities (15 males, 3 females), 17 low-achieving students (12 males, 5 females), and 20 average-achieving students (12 males, 8 females), were given electronic pagers and booklets for 1 week. They were signaled every 40 minutes during school hours, and every 2 hours after school. As soon as possible after receiving a signal, they responded to questions in their booklets. The questions provided subjective measures on levels of affect, activation, cognitive efficiency, self-esteem, motivation, and feedback from others. The students with learning disabilities reported feeling more positive and active than either of the other groups during school hours, while after school there were no differences on any of the subjective measures for the three groups. Specific LD school practices are highlighted for their probable impact on the heightened affect and activation of the students with learning disabilities.

Journal of Learning Disabilities, Vol. 26, No. 9, 617-629 (1993)
DOI: 10.1177/002221949302600912


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				C. A. Stone Correspondences Among Parent, Teacher, and Student Perceptions of Adolescents' Learning Disabilities J Learn Disabil, November 1, 1997; 30(6): 660 - 669. [Abstract] [PDF]

				C. Geisthardt and J. Munsch Coping with School Stress: A Comparison of Adolescents With and Without Learning Disabilities J Learn Disabil, May 1, 1996; 29(3): 287 - 296. [Abstract] [PDF]