Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada.
Département de psychopédagogie et d'andragogie, Université de Montréal, Montréal, Canada.
J Autism Dev Disord. 2024 Nov;54(11):4111-4129. doi: 10.1007/s10803-023-06127-y. Epub 2023 Oct 28.
This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed.
本研究调查了智障青年（ID）的学校经历和个人特征如何影响其焦虑的纵向轨迹。为此，我们依赖于一个轻度（48.2%）至中度（51.8%）智力障碍水平的 390 名青年的样本，年龄从 11 岁到 22 岁（M=15.70），在加拿大（n=140）和澳大利亚（n=250）招募。在三个年度时间点，所有参与者都完成了焦虑、学校氛围和受害情况的自我报告测量。我们的结果显示，焦虑随时间呈轻微的正常下降趋势，表明学校受害经历与较高的焦虑水平（最初和暂时）有关，受害的增加伴随着焦虑随时间的增加。对就读一所促进安全和促进学习的学校的看法也往往与较低的焦虑水平（最初和暂时）有关。对就读一所促进积极同伴互动的学校的看法的暂时增加与焦虑的暂时减少有关，而对就读一所具有积极师生关系和公平对待所有学生的学校的看法的暂时增加在考虑了所有其他学生学校经历的组成部分后，都会导致暂时的焦虑增加。讨论了这些结果的理论和实际意义。
