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Ludolinguistica e formazione di insegnanti di italiano LS/L2
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In: Studi di glottodidattica; V. 6, N. 2 (2021); 14 - 23 ; 1970-1861 (2021)
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Enseñanza bilingüe de las ciencias: estudio comparativo sobre su influencia en el rendimiento académico y en las variables emocionales experimentadas por el alumnado y sus familias
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Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents.
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Abstract:
Adolescents with Developmental Language Disorder (DLD) are at risk for increased feelings of anxiety and depression compared to their typically developing (TD) peers. However, the underlying pathways involved in this relationship are unclear. In this initial study of the 'social mediation hypothesis', we examine social functioning as a mediator of emotional problems in a cross-sectional sample of adolescents with DLD and age- and sex-matched controls. Preliminary data from twenty-six participants with DLD and 27 participants with typical language development (TLD, 11-17 years) were compared on self- and parent-reported measures of social functioning and emotional outcomes. There was little evidence of group differences in self-reported social functioning and emotional outcomes, but parent-report of SDQ Peer Problems and Emotional Problems in the DLD group was significantly higher than in the TLD group. Parent-reported peer problems mediated parent-reported emotional problems, accounting for 69% of the relationship between DLD status and emotional problems. Parents of adolescents with DLD, but not adolescents themselves, report significantly higher peer and emotional problems compared to TLD peers. The hypotheses generated from these novel data suggest further investigation into adolescents' perceptions of socioemotional difficulties and friendships should be examined.
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Keyword:
Adolescent; Cross-Sectional Studies; Emotions; Humans; Language Development Disorders; Social Adjustment; Social Interaction
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URL: https://www.repository.cam.ac.uk/handle/1810/316967 https://doi.org/10.17863/CAM.64079
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University Students’ Perceptions and Emotions towards Online Teaching and Assessment during the Covid-19 lockdown and isolation
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TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
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THE USE OF POSITIVE PSYCHOLOGY TECHNIQUES IN FOREIGN LANGUAGE LEARNING ; ВИКОРИСТАННЯ ПРИЙОМІВ ПОЗИТИВНОЇ ПСИХОЛОГІЇ У ВИВЧЕННІ ІНОЗЕМНОЇ МОВИ
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In: Aesthetics and Ethics of Pedagogical Action; No. 21 (2020); 166-179 ; Естетика і етика педагогічної дії; № 21 (2020); 166-179 ; 2616-6631 ; 2226-4051 ; 10.33989/2226-4051.2020.21 (2021)
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Verbalization of Emotions in the Cognitive Theory of Metaphor: An Ontological and Epistemological Aspects ; Вербализация эмоций в когнитивной теории метафоры: онтогносеологический аспект
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Лексико-семантическая группа "Эмоции" в русском и китайском языке: опыт сопоставительного анализа ; Lexical-semantic group "Emotions" in Russian and Chinese: an experience of comparative analysis
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Сравнение цветоэмоциональных взаимодействий на вербальном и невербальном уровнях ; Comparison of Color-Emotional Interactions at Verbal and Non-Verbal Levels
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As diferentes percepções de bilíngues na expressão de emoções
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Towards Humanizing Online Discourse - Exploring Linguistic and Emotional Tones in Online Learning
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Research on Learner Engagement with Written (Corrective) Feedback: Insights and Issues
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Emotionale Aspekte des Dolmetschens während der letzten NS-Prozesse
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Language learners' enjoyment and emotion regulation in online collaborative learning
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Emociones y engagement en los mensajes digitales de los candidatos a las elecciones generales de 2019
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Emotional tone, analytical thinking, and somatosensory processes of a sample of Italian Tweets during the first phases of the COVID-19 pandemic : observational study
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Twitter presidencial ante la COVID-19: Entre el populismo y la política pop
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 66, 2021, pags. 83-94 (2021)
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