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Gepubliceerd in:
28-10-2023 | Original Article
School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities
Auteurs: Céleste Dubé, Alexandre J.S. Morin, Elizabeth Olivier, William Gilbert, Danielle Tracey, Rhonda G. Craven, Christophe Maïano
Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2024
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Abstract
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.
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1
Although SDT assumes that the first three needs (autonomy, relatedness, and competence) are sufficient to understand growth and well-being, a long tradition of educational research anchored in stage-environment fit theory has highlighted the critical importance of the need for safety as an additional driver of development among school-age youth (Aldridge & McChesney, 2018), particularly for anxiety (e.g., Morin et al., 2011).
2
To ensure that there was no evidence of nonlinearity, we also estimated latent basis models (relying on freely estimated time codes to avoid imposing a linear function). These models revealed no evidence of nonlinearity. Following Metha and West’s (2000) recommendations, we also tested whether relying on uniform time codes when participants differ in age could result in estimation biases. As we found no evidence (condition 1) that the regression of the intercept factor on age was equal to the slope factor, and (condition 2) that the regression of the slope factor on age was equal to zero, we concluded that no bias occurred as a result of this decision. However, to fully account for possible age differences, we included it as an additional predictor in our analyses.
3
The specific factors (which are not included in our main analyses), were also reasonably well-defined, albeit weaker than the global factor: (a) Worries: Mλ= 0.373, ω = 0.747; (b) fears: Mλ = 0.255, ω = 0.568; and (c) physiological symptoms: Mλ=0.340, ω = 0.680).
4
As an additional verification, we tested the measurement invariance of our measures across countries. These results are reported in Table S9 of the online supplements. Despite some latent variance and mean differences, these results supported the equivalence (configural, weak, strong, and strict invariance) of our measures across countries.
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Metagegevens
- Titel
- School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities
- Auteurs
-
Céleste Dubé
Alexandre J.S. Morin
Elizabeth Olivier
William Gilbert
Danielle Tracey
Rhonda G. Craven
Christophe Maïano
- Publicatiedatum
- 28-10-2023
- Uitgeverij
- Springer US
- Gepubliceerd in
-
Journal of Autism and Developmental Disorders
/ Uitgave 11/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432 - DOI
- https://doi.org/10.1007/s10803-023-06127-y
