Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities
Author(s) / Creator(s)
Pasta, Tiziana
Mendola, Manuela
Prino, Laura Elvira
Longobardi, Claudio
Gastaldi, Francesca Giovanna Maria
Abstract / Description
Research Findings: The presence of Specific Learning Disabilities (SLD) increases the risk of scholastic failure. According to the literature, a successful relationship with the teacher can lead to greater participation, raise the pupil’s motivation in school activities and have a positive effect on learning outcomes. Hence the aim of this study: to investigate teachers’ perception of the relationship with primary school pupils in Years 2 and 3 who have SLD (n = 38) and to compare it with that of pupils without SLD, with an achievement level that is the same as (n = 38) or the opposite from (n = 32) the achievement of their peers diagnosed or considered as having specific learning disabilities. Teachers’ perceptions of relationships were examined using the Student Teacher Relationship Scale (Fraire, Longobardi, Prino, Sclavo, & Settanni, in press; Pianta, 2001). The teachers perceive a higher level of Dependency for pupils with SLD (F = 14.252; df = 2; p < .001), in particular for those who do not yet have an official diagnosis (t = 2.529; df = 62.367; p < .05). This research has enabled a start to be made on an issue that in the Italian context has yet not received the attention it deserves.
Keyword(s)
teacher-child interaction teacher’s perception of relationship specific learning disabilities primary school Italian contextPersistent Identifier
Date of first publication
2013-06-28
Journal title
Interpersona: An International Journal on Personal Relationships
Volume
7
Issue
1
Page numbers
125–137
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Pasta, T., Mendola, M., Prino, L. E., Longobardi, C., & Gastaldi, F. G. M. (2013). Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities. Interpersona: An International Journal on Personal Relationships, 7(1), 125–137. https://doi.org/10.5964/ijpr.v7i1.120
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Author(s) / Creator(s)Pasta, Tiziana
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Author(s) / Creator(s)Mendola, Manuela
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Author(s) / Creator(s)Prino, Laura Elvira
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Author(s) / Creator(s)Longobardi, Claudio
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Author(s) / Creator(s)Gastaldi, Francesca Giovanna Maria
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PsychArchives acquisition timestamp2018-12-05T08:44:31Z
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Made available on2018-12-05T08:44:31Z
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Date of first publication2013-06-28
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Abstract / DescriptionResearch Findings: The presence of Specific Learning Disabilities (SLD) increases the risk of scholastic failure. According to the literature, a successful relationship with the teacher can lead to greater participation, raise the pupil’s motivation in school activities and have a positive effect on learning outcomes. Hence the aim of this study: to investigate teachers’ perception of the relationship with primary school pupils in Years 2 and 3 who have SLD (n = 38) and to compare it with that of pupils without SLD, with an achievement level that is the same as (n = 38) or the opposite from (n = 32) the achievement of their peers diagnosed or considered as having specific learning disabilities. Teachers’ perceptions of relationships were examined using the Student Teacher Relationship Scale (Fraire, Longobardi, Prino, Sclavo, & Settanni, in press; Pianta, 2001). The teachers perceive a higher level of Dependency for pupils with SLD (F = 14.252; df = 2; p < .001), in particular for those who do not yet have an official diagnosis (t = 2.529; df = 62.367; p < .05). This research has enabled a start to be made on an issue that in the Italian context has yet not received the attention it deserves.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationPasta, T., Mendola, M., Prino, L. E., Longobardi, C., & Gastaldi, F. G. M. (2013). Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities. Interpersona: An International Journal on Personal Relationships, 7(1), 125–137. https://doi.org/10.5964/ijpr.v7i1.120en_US
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ISSN1981-6472
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1802
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.2168
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ijpr.v7i1.120
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Keyword(s)teacher-child interactionen_US
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Keyword(s)teacher’s perception of relationshipen_US
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Keyword(s)specific learning disabilitiesen_US
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Keyword(s)primary schoolen_US
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Keyword(s)Italian contexten_US
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Dewey Decimal Classification number(s)150
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TitleTeachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilitiesen_US
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DRO typearticle
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Issue1
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Journal titleInterpersona: An International Journal on Personal Relationships
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Page numbers125–137
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Volume7
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Visible tag(s)Version of Record