Mood affective outcomes from alternate learning strategies: cognitive flexibility and dyslexic education

Authors

Dylan Williams, University of Plymouth

Document Type

Psychology Article

Abstract

It is theorized that persons with dyslexia and associated conditions may be vulnerable to negative wellbeing, alongside academic deficiency, which has been focused on more widely. This study aims to investigate this theory in teenagers, and to draw relationships with teaching methods. Participants were interviewed, and completed the PANAS (Positive and Negative Affect) scale for children, the Matson Evaluation of Social Skills for Youngsters, and the Educational Environment Survey (an assessment of perceptions on education and ability). Participants with dyslexia and associated conditions showed reduced wellbeing compared to controls, and identified distinct experiential differences of education. This study was successful in proving its predictions, and there is strong evidence that this is the result of educational provisions.

Publication Date

2012-12-01

Publication Title

The Plymouth Student Scientist

Volume

5

Issue

2

First Page

224

Last Page

243

ISSN

1754-2383

Deposit Date

2019-05-15

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Recommended Citation

Williams, Dylan (2012) "Mood affective outcomes from alternate learning strategies: cognitive flexibility and dyslexic education," The Plymouth Student Scientist: Vol. 5: Iss. 2, Article 24.
DOI: https://doi.org/10.24382/j8x4-4790
Available at: https://pearl.plymouth.ac.uk/tpss/vol5/iss2/24