2026-04-13T02:11:15Zhttps://recercat.cat/oai/requestoai:recercat.cat:10459.1/725782024-12-05T22:46:48Zcom_2072_3622col_2072_479130
RECERCAT
author
Narváez Olmedo, Gabriela
author
Sala Roca, Josefina
author
Urrea Monclús, Aida
2024-12-05T22:46:48Z
2024-12-05T22:46:48Z
2021-12-16T13:23:02Z2021-12-16T13:23:02Z2021
http://hdl.handle.net/10459.1/72578
The relationship of learning disabilities with
social-emotional competencies has been a subject of
extensive study in previous decades. It has been possible to
identify that the decrease in socio-emotional competencies
can hinder the development of the academic progress of
students with learning disabilities. However, at present, the
researches that address this issue have been comparatively
scarce, and at certain points, it has been identified that they
could be improved in future studies. Within the framework
of this idea, this systematic and methodical review focuses
on describing empirical studies that relate these two
variables and, additionally, on analyzing and scrutinizing
the results that most recent research have reached. This
review has taken as reference databases such as Eric,
Scopus, and PsycInfo, in the period from 2013 to 2018. The
results show that, although most of the assessed studies
acknowledge that children and adolescents with learning
disabilities have lower socio-emotional competencies, it
has not been possible to specify the causes of this
relationship, besides, the various instruments used and the
variety of theoretical explanations of the two variables
studied, resulting in a lack of synchronicity in the
explanation of these results. That is why it is necessary to
deepen and expand the subject by manipulating other
variables and fluctuations that could have an impact onthis
relationship, like sex, the type of disabilities, age, and the
cultural context in which the students operate, among
others. The question of continuing with similar research to
be carried out has been risen to modify the limitations
discovered in terms of the instruments used, the variety of
types of socio-emotional competences, the lack of
specificity of learning disabilities, and especially in the
systematic and longitudinal methodology which in turn
provides the identification of more specific characteristics
regarding the causal relationship of learning disabilities
and socio-emotional competences.
cc-by (c) Gabriela Narváez-Olmedo, Josefina Sala-Roca, Aida Urrea-Monclús, 2021 info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by/4.0/
Learning Disabilities
Socio-Emotional Skills
Systematic Review
Children
Adolescents
Relation between Learning Disabilities and Socioemotional Skills in Children and Adolescents: A Systematic Review
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion