Socioemotional and Behavioral Adjustment Among School-Age Children With Learning Disabilities

Abstract

The study examined the role of maternal personal resources (mother's attachment style, coping strategies, and affect) in moderating the effects of learning disabilities (LD) on children's socioemotional and behavioral adjustment (self-rated sense of coherence, loneliness, and hope; and mother-rated child behavior checklist measures), as well as on their secure attachment among school-age children with LD. The sample consisted of 110 mother—child dyads: 59 mothers and their children with LD (29 boys, 30 girls) and 51 mothers and their typically developing children (21 boys, 30 girls) from the same schools. Preliminary analyses indicated significant group differences on all children's measures and in several of the maternal personal resources. Mothers' low use of avoidant coping strategies and less avoidance in close relationships with significant others were found to moderate the effect of children's disabilities on children's level of loneliness, feelings of hope, and secure attachment. Results are discussed in terms of understanding these maternal personal resources' influences on socioemotional well-being among school-age children with LD.

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