Comparisons of Self–Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non–LD–Matched Peers

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The Relationship Between Adolescents’ Perceived Parental Involvement, Self-Efficacy Beliefs, and Subjective Well-Being: A Multiple Mediator Model (2015, background): “…as academic, social, emotional, regulating stress, and anger, has been shown to have significant relationships with components of SWB in adolescents (Lackaye et al. 2006; Lightsey et al. 2013; Meng et al. 2014; Putwain et al. 2013; Steca et al. 2011; Suldo and Shaffer 2007; Vecchio et al. 2007).”
Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, background): “Furthermore, students with GLD may be socially excluded in inclusive settings because they differ in various ways from students without GLD—besides intellectual capability, also in their mood (e.g., Lackaye et al., 2006), for example, as well as in emotional aspects (e.g., Gallegos et al., 2012).”
Peer acceptance and self‐concept of students with disabilities in regular education (2010, background): “…suggested that students with disabilities had lower selfconcept compared with their peers (Gans, Kenny, and Ghany 2003; Lackaye and Margalit 2006; Lackaye et al. 2006; Lindsay et al. 2002; Montague and Van Garderen 2003; Polychroni, Koukoura, and Anagnostou 2006; Tabassam and Grainger 2002;…”