A comparison of psychosomatic symptoms and coping strategies of 14- to 19-year-old Czech students with and without specific learning disabilities in stressful circumstances

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F24%3A00137061" target="_blank" >RIV/00216224:14410/24:00137061 - isvavai.cz</a>

Výsledek na webu

<a href="https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12545" target="_blank" >https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12545</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/1467-8578.12545" target="_blank" >10.1111/1467-8578.12545</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A comparison of psychosomatic symptoms and coping strategies of 14- to 19-year-old Czech students with and without specific learning disabilities in stressful circumstances

Popis výsledku v původním jazyce

The study focused on comparing the prevalence and type of psychosomatic symptoms in Czech students aged 14 to 19 years (N = 459) without and with specific learning disabilities (SpLDs), as well as their tendencies towards selected coping strategies. No statistically significant differences were found in the prevalence and type of psychosomatic symptoms between students without SpLDs (n = 366) and those with SpLDs (N = 93). The most common psychosomatic symptoms reported by both groups under stress were abdominal pain (61%; N = 459), extreme fatigue (60%; N = 459), tremor (56%; N = 459) and headache (53%; N = 459), with the frequency of occurrence ranging from sometimes to very often. There were no differences observed in the use of negative and positive coping strategies during stressful situations, except for alcohol use, which was more prevalent among students without SpLDs (p = 0.024). Correlations were found between anxiety, withdrawal and crying, and the six most frequent psychosomatic symptoms. Furthermore, students with SpLDs more frequently reported attempting to eliminate the cause of the problem (80%; N = 93) and searching for different solutions (80%; N = 93). Therefore, the study's findings suggest that SpLDs do not present a higher risk for increased psychosomatic symptoms or a preference for negative coping strategies.

Název v anglickém jazyce

A comparison of psychosomatic symptoms and coping strategies of 14- to 19-year-old Czech students with and without specific learning disabilities in stressful circumstances

Popis výsledku anglicky

The study focused on comparing the prevalence and type of psychosomatic symptoms in Czech students aged 14 to 19 years (N = 459) without and with specific learning disabilities (SpLDs), as well as their tendencies towards selected coping strategies. No statistically significant differences were found in the prevalence and type of psychosomatic symptoms between students without SpLDs (n = 366) and those with SpLDs (N = 93). The most common psychosomatic symptoms reported by both groups under stress were abdominal pain (61%; N = 459), extreme fatigue (60%; N = 459), tremor (56%; N = 459) and headache (53%; N = 459), with the frequency of occurrence ranging from sometimes to very often. There were no differences observed in the use of negative and positive coping strategies during stressful situations, except for alcohol use, which was more prevalent among students without SpLDs (p = 0.024). Correlations were found between anxiety, withdrawal and crying, and the six most frequent psychosomatic symptoms. Furthermore, students with SpLDs more frequently reported attempting to eliminate the cause of the problem (80%; N = 93) and searching for different solutions (80%; N = 93). Therefore, the study's findings suggest that SpLDs do not present a higher risk for increased psychosomatic symptoms or a preference for negative coping strategies.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

The British Journal of Special Education

ISSN

0952-3383

e-ISSN

1467-8578

Svazek periodika

51

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

13

Strana od-do

382-394

Kód UT WoS článku

001291828300001

EID výsledku v databázi Scopus

2-s2.0-85201304987