Socioemotional and Academic Adjustment Among Children with Learning Disorders
By Michal Al-Yagon, Mario Mikulincer. 2004
160 citations recorded by the source corpus.
Subfields: Clinical Psychology
View Paper: https://www.semanticscholar.org/paper/f42b5edf42c4edc75cc64f362837a938a05b337f
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In Clinical Psychology
- H. Koomen
- J. Spilt
- Terri J Sabol
- Christopher Murray
- F. Oort
- D. Roorda
- Robert C. Pianta
- Marjolein Zee
Citations in the corpus
- Intimacy in adolescent friendship: The roles of attachment, coherence, and self-disclosure (2008, background): “Thus, attachment security may enhance greater mastery and broaden the sense of coherence (Al-Yagon & Mikulincer, 2004; Mikulincer & Shaver, 2007).”
- Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “…we hypothesized we would find positive associations between positive relationships and achievement (β41; e.g., Murray & Zvoch, 2011; You et al., 2011) and negative associations between negative relationships and achievement (β42; e.g., Al-Yagon & Mikulincer, 2004; Pianta, Nimetz, & Bennett, 1997).”
- The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities (2007, background): “Al-Yagon and Mikulincer (2004) examined how teacher-child closeness, acceptance, rejection, and availability related to perceptions of loneliness among students with learning disabilities.”
- Recent trends in research on teacher–child relationships (2012, background): “For instance, among Israeli elementary school students, Al-Yagon and Mikulincer (2004) found beneficial effects of close relationships with teachers for children with learning problems; students who reported closer relationships with teachers had lower levels of loneliness, and student-reported…”
- The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “Therefore, a favorable TSR is considered to stimulate learning behavior and support the child to deal with demands in the school context (Al-Yagon & Mikulincer, 2004; Hamre & Pianta, 2001; Howes, Hamilton, & Matheson, 1994; Rey, Smith, Yoon, Somers, & Barnett, 2007).”