Buonomo Ilaria, Fiorilli Caterina, Geraci Maria Angela, Pepe Alessandro
a Human Sciences, LUMSA University , Rome , Italy.
b Sapienza University , Rome , Italy.
J Genet Psychol. 2017 May-Jun;178(3):193-206. doi: 10.1080/00221325.2017.1304890. Epub 2017 Apr 12.
The authors compared the relations between general psychological difficulties and dimensions of temperament in children with and without learning disability (LD). The main aim was to analyze whether and to what extent children's temperament dimensions contribute to their general psychological difficulties when LD diagnosis, age, and gender are taken into account. Participants were 52 elementary school children 7-11 years old (M age = 8.61 years, SD = 1.21 years). Twenty-six of them had been diagnosed with LD. Six teachers rated their pupils with and without LD in relation to their general psychological difficulties (Strengths and Difficulties Questionnaire) and temperament dimensions (Italian Questionnaires of Temperament). In children with LD, the main dimensions of temperament with the power to predict general psychological difficulties (i.e., emotionality and social orientation) concern these students' relationships with others (teachers and peers). The findings of the current study draw educators' and practitioners' attention to the fact that children's temperamental characteristics may affect how they experience their LD, with significant implications for their later social adjustment.
作者比较了有学习障碍（LD）和无学习障碍儿童的一般心理困扰与气质维度之间的关系。主要目的是分析在考虑LD诊断、年龄和性别因素时，儿童的气质维度是否以及在多大程度上导致了他们的一般心理困扰。研究参与者为52名7至11岁的小学生（平均年龄 = 8.61岁，标准差 = 1.21岁）。其中26人被诊断为有学习障碍。六位教师根据学生的一般心理困扰（优势与困难问卷）和气质维度（意大利气质问卷）对有学习障碍和无学习障碍的学生进行了评分。在有学习障碍的儿童中，能够预测一般心理困扰的主要气质维度（即情绪性和社会取向）涉及这些学生与他人（教师和同伴）的关系。本研究结果提醒教育工作者和从业者注意，儿童的气质特征可能会影响他们对学习障碍的体验，这对他们日后的社会适应具有重要意义。
