The Plymouth Student Scientist
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
Embargo Period
2024-07-11
URI
http://hdl.handle.net/10026.1/13993
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
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