Anxiety, self-esteem and self-handicapping: A comparison between pupils with dyscalculia and normal learning | Ansia, autostima e self-handicapping: Un confronto tra bambini con discalculia e apprendimento nella norma

Risultato della ricerca: Article

Abstract

Clinical and educational research places emphasis on the emotional and motivational factors which characterise learning disabilities. The aim of this research is to study the relationship between the school anxiety, the school self-esteem and the employ of self-handicapping strategies in children with dyscalculia and normal learning. Sixty pupils attending third grade junior school were given a battery of tests assessing emotional and motivational variables. On the whole, the results show that children with dyscalculia have higher levels of anxiety and lower self-esteem. Moreover, the anxiety seems to influence the self-esteem only in the group of children with normal learning.
Lingua originaleItalian
pagine (da-a)53-73
Numero di pagine21
RivistaPsicologia Clinica dello Sviluppo
Volume18
Stato di pubblicazionePublished - 2014

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Clinical Psychology

Cita questo

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title = "Anxiety, self-esteem and self-handicapping: A comparison between pupils with dyscalculia and normal learning | Ansia, autostima e self-handicapping: Un confronto tra bambini con discalculia e apprendimento nella norma",
abstract = "Clinical and educational research places emphasis on the emotional and motivational factors which characterise learning disabilities. The aim of this research is to study the relationship between the school anxiety, the school self-esteem and the employ of self-handicapping strategies in children with dyscalculia and normal learning. Sixty pupils attending third grade junior school were given a battery of tests assessing emotional and motivational variables. On the whole, the results show that children with dyscalculia have higher levels of anxiety and lower self-esteem. Moreover, the anxiety seems to influence the self-esteem only in the group of children with normal learning.",
author = "Annamaria Pepi and Marianna Alesi and Gaetano Rappo",
year = "2014",
language = "Italian",
volume = "18",
pages = "53--73",
journal = "Psicologia Clinica dello Sviluppo",
issn = "1824-078X",
publisher = "Il Mulino publishing house",

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TY - JOUR

T1 - Anxiety, self-esteem and self-handicapping: A comparison between pupils with dyscalculia and normal learning | Ansia, autostima e self-handicapping: Un confronto tra bambini con discalculia e apprendimento nella norma

AU - Pepi, Annamaria

AU - Alesi, Marianna

AU - Rappo, Gaetano

PY - 2014

Y1 - 2014

N2 - Clinical and educational research places emphasis on the emotional and motivational factors which characterise learning disabilities. The aim of this research is to study the relationship between the school anxiety, the school self-esteem and the employ of self-handicapping strategies in children with dyscalculia and normal learning. Sixty pupils attending third grade junior school were given a battery of tests assessing emotional and motivational variables. On the whole, the results show that children with dyscalculia have higher levels of anxiety and lower self-esteem. Moreover, the anxiety seems to influence the self-esteem only in the group of children with normal learning.

AB - Clinical and educational research places emphasis on the emotional and motivational factors which characterise learning disabilities. The aim of this research is to study the relationship between the school anxiety, the school self-esteem and the employ of self-handicapping strategies in children with dyscalculia and normal learning. Sixty pupils attending third grade junior school were given a battery of tests assessing emotional and motivational variables. On the whole, the results show that children with dyscalculia have higher levels of anxiety and lower self-esteem. Moreover, the anxiety seems to influence the self-esteem only in the group of children with normal learning.

UR - http://hdl.handle.net/10447/97234

M3 - Article

VL - 18

SP - 53

EP - 73

JO - Psicologia Clinica dello Sviluppo

JF - Psicologia Clinica dello Sviluppo

SN - 1824-078X

ER -