Department of Linguistics, Addis Ababa University, Addis Ababa, Ethiopia.
Behavioral Science Institute (BSI), Radboud University, Nijmegen, Netherlands.
Ann Dyslexia. 2024 Apr;74(1):66-81. doi: 10.1007/s11881-023-00293-5. Epub 2023 Nov 27.
Individuals with dyslexia have been shown to have an increased risk for developing internalizing problems. Various studies have revealed the powerful role that culture plays in determining the type of anxiety and coping strategies adopted by various groups of individuals. However, compared to the vast number of studies conducted in individualistic cultures, knowledge on collectivistic cultures with respect to this issue is still limited. This study examined anxiety and coping strategies of children with and without dyslexia in Ethiopia, where the majority of its cultural dimensions could be regarded as collectivistic. A total of 126 children with (n = 63) and without (n = 63) dyslexia, aged 8-11 (41 boys and 22 girls, in each group; and age: M = 9.43 years; SD = 1.14 and M = 9.46; SD =1.11), participated. Dyslexia was assessed using an Amharic dyslexia assessment battery, while anxiety level and coping strategy were respectively measured using the Spence Children's Anxiety Scales (SCAS) and the Children's Coping Questionnaire (CCQ), both translated into Amharic. Results indicated that dyslexia was associated with higher levels of anxiety (especially generalized anxiety) and lower levels of support-seeking coping strategies. We discuss these results in the light of the cultural and institutional context in Ethiopia.
研究表明，诵读困难者患内化问题的风险增加。多项研究揭示了文化在决定不同群体采用的焦虑类型和应对策略方面的强大作用。然而，与在个人主义文化中进行的大量研究相比，关于这个问题的集体主义文化的知识仍然有限。本研究考察了埃塞俄比亚诵读困难儿童和非诵读困难儿童的焦虑和应对策略，在埃塞俄比亚，其大多数文化维度可以被视为集体主义。共有 126 名 8-11 岁的儿童（诵读困难组 n = 63，非诵读困难组 n = 63；男生 41 名，女生 22 名，每组；年龄：M = 9.43 岁，SD = 1.14；M = 9.46 岁，SD = 1.11）参与了研究。诵读困难症使用阿姆哈拉语诵读困难评估工具进行评估，而焦虑水平和应对策略则分别使用斯宾塞儿童焦虑量表（SCAS）和儿童应对问卷（CCQ）进行测量，均被翻译成阿姆哈拉语。结果表明，诵读困难症与更高水平的焦虑（尤其是广泛性焦虑）和更低水平的寻求支持的应对策略有关。我们将根据埃塞俄比亚的文化和制度背景讨论这些结果。
