Psychosocial correlates of learning disability

Abstract

Learning disabilities (LD) are diverse issues that include cognitive, emotional, and social factors. This study investigated the complex interaction between psychosocial correlates and LD, concentrating on temperament, coping skills, emotional intelligence, and social relationships in familial, peer, and educational settings. Understanding these psychosocial interactions is crucial for establishing comprehensive approaches that correspond to the different needs of adolescents with LD. This study, utilizing a sample of adolescents with LD, adopts a quantitative method to analyze the intricate links between psychological characteristics and social relationships. Quantitative correlational assessments analyze temperament traits, coping mechanisms, and degrees of emotional intelligence, as well as their link to specified social variables such as family dynamics, peer interactions, and student-teacher relationships. The Emotional Intelligence Scale and Student Teacher Relationship Scale were designed and standardized for adolescents with LD, and reliability and validity were also ensured. Adolescents with LD may benefit from English tools that have been translated into Malayalam. Author permission was obtained before tool utilization. The research methodology encompassed three phases: initial exploration of significant psychological and social variables, identification and adaptation of measurement instruments, and thorough examination of study samples. Findings revealed stark differences in temperament, coping strategies, and emotional intelligence between adolescents with and without LD, shedding light on the complex interplay of psychological correlates affecting their social and academic experiences. They showed different behavioral patterns, emotional reactivity, struggled with emotional regulation, shyness, distress, low social affiliation, exhibited limitations in identifying and modifying cognitive patterns, expressing emotions, and seeking social support, contributing to their heightened vulnerability to stress and negative experiences. Low Emotional intelligence, made them struggle to comprehend their own emotions, difficulty in building trusting relationships and navigating social interactions effectively.The preliminary findings indicate a considerable link between temperament traits and coping techniques. Furthermore, higher levels of emotional intelligence are associated with better social interactions, adaptive functioning, and academic performance. Demonstrating the importance of psychological correlates in the management of LD-related stressors and social relationships will help them form positive family and peer relationships. Lack of family support, negative attitudes, and stigmatization exacerbated isolation and inadequacy. Poor peer interactions resulted in peer pressure, bullying, and exclusion, exacerbating their social and emotional problems. Positive student-teacher interactions helped them excel academically and emotionally. Gender differences were evident in psychological and social qualities, with females scoring higher. As psychological and social correlates are inextricably linked, adolescents with LD need comprehensive care to enhance their social and academic outcomes. Teachers and caregivers can help them overcome social barriers and fulfil their academic and interpersonal potential by teaching self-regulation, coping skills, and emotional intelligence. This study contributes to the literature by examining psychosocial correlates of learning disabilities. This highlights the importance of specific remedies to promote holistic development and inclusive practices in educational settings, emphasizing temperament, coping skills, emotional intelligence, and social relationships. The research study examines the value of collaborative efforts in intervention design, teacher training, and family support programs for improving the well-being and academic achievement of adolescents with learning disabilities.