Murdoch Childrens Research Institute, Melbourne, Australia.
J Learn Disabil. 2010 Jan-Feb;43(1):77-85. doi: 10.1177/0022219409345010.
In this study, the authors compared the results of a coping measure completed by 98 seventh through ninth grade students who were assessed as having learning disabilities with published means from the general Australian student population. The Adolescent Coping Scale was the measure used. The results suggested higher use by students aged 12 to 13 years who had learning disabilities of an overall nonproductive coping style and in particular of the nonproductive strategies of ignoring the problem and not coping. Although there was no difference in overall productive or nonproductive coping style for 14- to 15-year-olds, the students in this age group who had learning disabilities reported higher use of the strategies of not coping and ignoring the problem. These findings are discussed in relation to a need for interventions that give students who have learning disabilities strategies that address the risk of a passive coping style.
在这项研究中，作者比较了 98 名 7 至 9 年级被评估为有学习障碍的学生完成的应对措施的结果，这些学生与澳大利亚普通学生群体的已公布数据进行了比较。使用的衡量标准是青少年应对量表。结果表明，年龄在 12 至 13 岁之间、有学习障碍的学生更倾向于采用整体非生产性应对方式，特别是采用忽视问题和不应对的非生产性策略。尽管 14 至 15 岁年龄段的学生在整体生产性或非生产性应对方式方面没有差异，但该年龄段有学习障碍的学生报告称，他们更倾向于采用不应对和忽视问题的策略。这些发现与需要干预措施有关，这些干预措施为有学习障碍的学生提供了应对被动应对方式风险的策略。
