Perceived Close Relationships With Parents, Teachers, and Peers: Predictors of Social, Emotional, and Behavioral Features in Adolescents With LD or Comorbid LD and ADHD
Abstract
This study examined the role of adolescents’ perceived close relationships with significant others (attachment relationships with mothers/fathers, appraisal of homeroom teacher as secure base, and quality of peer friendship) in explaining differences in their socioemotional and behavioral functioning (peer-network/peer-dyadic loneliness, positive/negative affect, and externalizing/internalizing problems), among adolescents with learning disabilities (LD), with comorbid LD and attention-deficit/hyperactivity disorder (ADHD), or with typical development (TD). Participants were 280 adolescents in Grades 10 through 11 in three groups: LD ( n = 90), comorbid LD and ADHD ( n = 91), and TD ( n = 98). Preliminary analyses yielded significant group differences on most socioemotional and behavioral measures. Structural equation modeling (SEM) analysis indicated high fit between the theoretical model and empirical findings and partially different patterns of relationships among the model’s components for the three populations. The discussion focuses on the possible unique value of close relationships with each significant attachment figure for adolescents with LD, comorbid LD–ADHD, and TD.
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Positive peer relationships are associated with lower levels of loneliness in adolescents.
“Irrespective of the quality of evidence, the replicability of the same results and conclusions across different populations, stages of adolescence, types of friendship quality in respect to gender and whether it is between best friends only, all supported the hypothesis that positive peer relationships were associated with lower levels of loneliness [55, 62, 67–71, 93].”
From Association between friendship quality and subjective wellbeing among adolescents: a systematic review (2022) · cites this paper as [70]
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References 96 · Cited by 85
- Authors
- Al-Yagon, M.
- Affiliations
- Tel-Aviv University, Israel
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2016-08-03
- Volume
- 49
- Issue
- 6
- Pages
- 597-615
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2236698423
- Cited by
- 85
- References
- 96
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 8 · 2023: 12 · 2022: 11 · 2021: 7 · 2020: 11 · 2019: 8 · 2018: 6 · 2017: 4 · 2016: 3
- FWCI
- 11.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Attachment and Relationship Dynamics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Keywords
- attachment relationships, parent-adolescent relationships, teacher-adolescent relationships, peer friendships, social-emotional functioning, behavioral problems, learning disabilities, adolescents, secure base, positive and negative affect
- MeSH terms
- School Teachers, Adolescent, Attention Deficit Disorder with Hyperactivity, Female, Humans, Interpersonal Relations, Learning Disabilities, Male, Object Attachment, Parent-Child Relations, Peer Group, Comorbidity
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