Stack-Cutler Holly L, Parrila Rauno K, Jokisaari Markku, Nurmi Jari-Erik
University of Alberta, Edmonton, Canada
University of Alberta, Edmonton, Canada.
J Learn Disabil. 2015 May-Jun;48(3):323-34. doi: 10.1177/0022219413505773. Epub 2013 Oct 14.
We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement.
（a）有阅读困难史（RD）的大学生报告哪些社会关系有助于他们实现目标；（b）发展社会关系的途径；（c）在这些关系中调动的资源；以及（d）社会关系状况对学业成绩的影响。研究对象为107名有阅读困难的大学生，他们正在完成或最近刚完成大学学位。结果显示，有阅读困难的大学生最常将朋友、父母和重要他人（如男女朋友、配偶）视为社会关系。个人社会关系通过社交媒体网站和亲密关系发展而来，机构社会关系则通过学术中心和大学一般服务等途径建立。在个人和机构社会关系中调动的资源包括情感和社会支持、建议和规划、写作和学习帮助以及目标设定。机构社会关系还提供求职帮助、住宿、技能发展、经济支持和心理健康服务。最后，就业的而非学生身份的社会关系状况解释了学业成绩。
