School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities

Dubé, Céleste, Morin, Alexandre J. S., Olivier, Elizabeth, Gilbert, William ORCID: https://orcid.org/0000-0002-6152-8656, Tracey, Danielle, Craven, Rhonda G. et Maïano, Christophe (2023). School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities. Journal of Autism and Developmental Disorders .

PDF Document sous embargo jusqu'au 28 octobre 2024. Télécharger (805kB)

Résumé

This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed. -- Keywords : Intellectual disabilities ; Anxiety trajectories ; School experiences ; School climate ; Victimization ; Special education needs ; Inclusive education.

Type de document :	Article
Validation par les pairs :	Oui
Mots-clés :	Anxiété chez les jeunes, Adolescents ayant une déficience intellectuelle, Enfants ayant une déficience intellectuelle - Éducation, Intégration scolaire, Victimisation par les pairs.
Version du document déposé :	Post-print (version corrigée et acceptée)
Départements et unités départementales :	Département des sciences de la santé > Psychologie
Déposé par :	DIUQAR UQAR
Date de dépôt :	23 nov. 2023 16:03
Dernière modification :	23 nov. 2023 16:03
URI :	https://semaphore.uqar.ca/id/eprint/2743

Actions (administrateurs uniquement)

Éditer la notice