Anxiety in youth with and without specific learning disorders: exploring the relationships with inhibitory control, perfectionism, and self-conscious emotions
Frontiers in Behavioral Neuroscience,
Journal Year:
2025,
Volume and Issue:
19
Published: March 10, 2025
Introduction
Since
early
research
on
Specific
Learning
Disorders
(SLD),
their
relationship
with
emotional
issues
have
been
recognized,
although
factors
received
less
attention
compared
to
the
cognitive
processes
related
academic
achievement.
Methods
This
study
aimed
investigate
mechanisms
that
may
increase
vulnerability
generalized
and
social
anxiety
in
youth
SLD,
non-diagnosed
peers.
We
examined
(inhibitory
control),
personality
traits
(self-oriented,
socially
prescribed
perfectionism),
self-conscious
emotions
(shame,
guilt).
The
sample
included
134
individuals
aged
10
16,
divided
into
two
groups:
67
SLD
without
diagnoses,
matched
by
age,
sex,
IQ.
Participants
completed
questionnaires
anxiety,
perfectionism,
selfconscious
emotions,
alongside
an
inhibitory
control
task.
Results
Findings
revealed
those
reported
higher
poorer
control,
greater
more
shame
than
nondiagnosed
Socially
perfectionism
was
found
risk
of
participants
while
both
were
predictors
across
groups.
Finally,
self-oriented
seemed
be
associated
lower
group.
Discussion
These
findings
suggest
interventions
should
address
protective
factors,
focusing
reducing
fostering
adaptive
self-regulation
strategies.
Language: Английский
Mindfulness-Based Stress Reduction for Addressing Psychological Distress, Learning-Based Stress Symptoms, and Post-Traumatic Growth in Adults with Specific Learning Disabilities
Research Square (Research Square),
Journal Year:
2025,
Volume and Issue:
unknown
Published: March 31, 2025
Abstract
Background
Individuals
with
specific
learning
disabilities
(SLD)
often
experience
significant
emotional
challenges
arising
from
negative
experiences.
Mindfulness
interventions
may
provide
support
in
addressing
these
difficulties.
Objective
This
study
examined
how
mindfulness,
cultivated
through
an
MBSR
intervention,
influences
stress-related
symptoms
among
individuals
SLD.
It
explored
the
relationships
between
psychological
distress
(PD),
and
learning-based
stress
(LBSS)
while
assessing
its
potential
to
foster
post-traumatic
growth
(PTG).
Methods
A
total
of
127
participants
(M
=
37.1,
SD
10.6)
were
recruited
advertisements
student
groups.
Participants
officially
diagnosed
SLD
(n
49)
randomly
assigned
experimental
group
25),
which
completed
program,
or
a
waitlist
control
24).
Assessments
PD,
LBSS
conducted
at
baseline
(T1),
post-intervention
(T2),
follow-up
(T3,
4
months
later).
PTG
was
assessed
only
follow-up.
without
78)
served
as
comparison
group.
Results
reported
significantly
higher
levels
PD
compared
general
population.
The
showed
reductions
group,
sustained
benefits
mediated
relationship
participation
LBSS.
No
improvement
observed.
Conclusion
demonstrates
effectiveness
reducing
While
impact
on
remains
inconclusive,
mindfulness
offer
promising
for
chronic
this
Language: Английский
WITHDRAWN: Mindfulness-Based Stress Reduction for Addressing Psychological Distress, Learning-Based Stress Symptoms, and Post-Traumatic Growth in Adults with Specific Learning Disabilities
Published: April 3, 2025
Abstract
The
full
text
of
this
preprint
has
been
withdrawn
by
the
authors
due
to
author
disagreement
with
posting
preprint.
Therefore,
do
not
wish
work
be
cited
as
a
reference.
Questions
should
directed
corresponding
author.
Language: Английский