A Multi-Informant Study: Mother-Child Relationship and Children with Learning Disability


Cen-Yagiz S., Aytac B.

INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 2019 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası:
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1080/1034912x.2019.1671579
  • Dergi Adı: INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION

Özet

The current study aimed to assess the influence of learning disability (LD) symptoms on mother-child relationships using a multiple-informant approach. Children with LD aged between 7 and 14 (N = 90), their mothers, and teachers participated in the study. Mothers completed a sociodemographic information form, the Parent-Child Relationship Scale, and the Specific Learning Disability Symptom Check List (Mother Form); teachers completed the Specific Learning Disability Symptom Check List (Teacher Form); and children completed the Two-Field Map to assess their perceptions of closeness to their mothers. Pearson correlation, t-test, and path analyses were conducted. Overall, LD symptoms predicted mother-child positivity, negativity, and children's perceived closeness to their mothers. Results indicated both agreement and disagreement between mother-teacher and mother-child dyads. The current study assessed differential perspectives in evaluating LD and mother-child relationships to guide researchers in order to develop more comprehensive interventions.