A Quantitative Study Identifying the Prevalence of Anxiety in Dyslexic Students in Higher Education
References:
[1] J. Carroll, and J. Illes, “An assessment of anxiety levels in dyslexic students in higher education,” British Journal of Educational Psychology., vol. 76, pp. 651-662, 2006.
[2] J. F. Torgesen, R. K. Wagner, and C. A. Rashotte, Test of Word Reading Efficiency (TOWRE). Austin, TX: Pro-Ed, 1999.
[3] C. D. Spielberger, D. L. Gorsuch, and R. E. Lushene, State-Trait Anxiety Inventory. San Francisco, CA: Consulting Psychologists’ Press, 1983.
[4] D. Putwain, A. Daly, S. Chamberlain, and S. Sadreddini, (2015). “‘Sink or swim’: Buoyancy and coping in the cognitive test anxiety – academic performance relationship”. Educational Psychology, vol. 36, no. 10, pp. 1807-1825, 2015.
[5] P. Trower, B. Bryant, and M. Argyle, Social skills and Mental Health. London: Methuen, 1978.
[6] R. B. Cattell, and I. H. Scheier, The Meaning and Measurement of Neuroticism and Anxiety. New York. Ronald, 1961.
[7] G. J. Boyle, Ed. D. H. Saklofske, Ed, and G. Matthews, Ed. Measures of Personality and Social Psychological Constructs. London: Academic Press, 2015.
[8] S. R. Tilton, “Review of the state-trait anxiety inventory (STAI),” News Notes., vol. 48, no. 2, pp. 1-3, 2008
[9] M. Boyes, B. Tebbutt, K. Preece, and N. Badcock, “Relationships between Reading Ability and Child Mental Health: Moderating Effects of Self‐Esteem,” Australian Psychologist, vol. 53, pp. 125-133, 2018.
[10] J. Gilger, B. Pennington, and J. DeFries, “A twin study of the etiology of comorbidity: Attention-deficit hyperactivity disorder and dyslexia,” Journal of the American Academy of Child & Adolescent Psychiatry., vol. 31, pp. 343-348, 1992.
[11] R. McGee, M. Prior, S. Williams, D. Share, and A. Sanson, “The long-term significance of teacher-rated hyperactivity and reading ability in childhood: Findings from two longitudinal studies,” Journal of Child Psychology and Psychiatry, vol. 43, pp. 1004-1017, 2002.
[12] E. Medford, and S. P. McGeown, “Social, emotional and behavioural influences on young children’s pre-reading and word reading development,” Journal of Applied Developmental Psychology., vol. 43, pp. 54-61, 2016.
[13] E. Romano, L. Babchishin, L.S. Pagani, and D. Kohen, “School readiness and later achievement: Replication and extension using a nationwide Canadian survey,” Developmental Psychology., vol. 46, pp. 995-1007, 2010.
[14] B. Shaywitz, J. Fletcher, and S. Shaywitz, “Defining and classifying learning disabilities and attention deficit/hyperactivity disorder,” Journal of Neurology., vol. 10, (Suppl), pp. S50-S57, 1995.
[15] B. Maughan, A. Pickles, A. Hagell, M. Rutter, and W. Yule, “Reading problems and antisocial behaviour: Developmental trends in co-morbidity,” Journal of Child Psychology and Psychiatry., vol. 37, pp. 405-418, 1996.
[16] M. Rutter, J. Tizard, and K. Whitmore, K, Education, Health, and Behaviour. London: Longman, 1970.
[17] M. M. Terras, L. C. Thompson, and H. Minnis, “Dyslexia and psycho-social functioning: An exploratory study of the role of self-esteem and understanding,” Dyslexia., vol. 15, pp. 304-27, 2009.
[18] J. Anderson, S. Williams, R. McGee, and P. Silva, “Cognitive and social correlates of DSM-III disorders in preadolescent children,” Journal of the American Academy of Child & Adolescent Psychiatry., vol. 28, pp. 842-846, 1989.
[19] G. Benner, J. Nelson, and M. Epstein, “Language skills of children with EBD: A literature review,” Journal of Emotional and Behavioral Disorders., vol. 10, pp. 43-59, 2002.
[20] J. Dockrell, and J. Hurry, “The Identification of Speech and Language Problems in Elementary School: Diagnosis and Co-occurring needs,” Research in Developmental Disabilities., vol. 81, pp. 52-64, 20018.
[21] J. Hurry, E. Flouri, and K. Sylva, “Literacy Difficulties and Emotional and Behavior Disorders: Causes and Consequences,” Journal of Education for Students Placed at Risk (JESPAR), pp. 1-21, 2018.
[22] J. Hurry, and K. Sylva, “Long-term outcomes of early reading intervention,” Journal of Reading Research., vol. 30, pp. 227-248, 2007.
[23] S. Karande, V. Mehta, and M. Kulkarni, “Impact of an education program on parental knowledge of specific learning disability,” Indian Journal of Medical Sciences., vol. 61, no. pp. 398-406, 2007.
[24] C. Riccio, and S. Jemison, “ADHD and emergent literacy: Influence of language factors,” Reading and Writing Quarterly., vol. 14, pp. 43-58, 1998.
[25] J. Stevenson, and P.Graham, “Antisocial behaviour and spelling disability in a population sample of 13-year-old twins,” European Child and Adolescent Psychiatry., vol. 2, pp. 179-191, 1993.
[26] D. Lawrence, “The effects of counselling on retarded readers,” Educational Research., vol. 13, no. 2, pp. 119-24, 1971.
[27] D. Lawrence, “Improving self‐esteem and reading,” Educational Research., vol. 27, no. 3, pp. 194-200, 1985.
[28] K. Paget, and C. Reynolds, “Dimensions, Levels and Reliabilities on the Revised Children's Manifest Anxiety Scale with Learning Disabled Children,” Journal of Learning Disabilities., vol. 17, no. 3, pp. 137-141, 1984.
[29] C. Rodriguez, and D. Routh, “Depression, Anxiety, and Attributional Style in Learning-Disabled and Non-Learning-Disabled Children,” Journal of Clinical Child Psychology., vol. 18, no. 4, pp. 299, 1989.
[30] D. M. Fergusson, and M. T. Lynskey, “Physical punishment/maltreatment during childhood and adjustment in young adulthood,” Child Abuse & Neglect., vol. 21, no. 7, pp. 617-630, 1997.
[31] P. Frick, R. Kamphaus, B. Lahey, R. Loeber, M. Christ, E. Hart, and L. E. Beutler, “Academic Underachievement and the Disruptive Behavior Disorders,” Journal of Consulting and Clinical Psychology., vol. 59, no. 2, pp. 289-294, 1991.
[32] H. Harris, and P. Sipay, How to Increase Reading Ability, New York: Longman. 1985.
[33] B. Maughan, and J. Carroll, “Literacy and mental disorders,” Current Opinion in Psychiatry., vol. 19, no. 4, pp. 350-354, 2006.
[34] B. P. Rourke, “Syndrome of non-verbal learning disabilities: The final common pathway of white matter disease/disfunction,” Clinical Neuropsychologist., vol. 1, pp. 209-234, 1985.
[35] D. Smart, A. Sanson, and M. Prior, “Connections between reading difficulty and behaviour problems: Testing temporal and causal hypotheses,” Journal of Abnormal Child Psychology., vol. 24, pp. 262-383.
[36] M. Fisk, “A complex background in children and adolescents with psychiatric disorders: Developmental delay, dyslexia, heredity, slow cognitive processing and adverse social factors in a multifactorial entirety,” European Child and Adolescent Psychiatry., vol. 8, pp. 225-232, 1999.
[37] A. I. Gates, “The role of personality maladjustment in reading disability,” Journal of Genetic Psychology., vol. 69, pp. 77-83.
[38] W. S. Gray, “Remedial cases in reading: Their diagnosis and treatment,” Supplementary Educational Monographs., vol. 22, Chicago: University of Chicago Press, 1922.
[39] E. M. Hincks, “Disability in reading and its relation to personality,” Harvard Monographs in Education., vol. 7, Cambridge: Harvard University Press, 1925.
[40] E. Willcutt, and B. Pennington, “Psychiatric Comorbidity in Children and Adolescents with Reading Disability,” Journal of Child Psychology and Psychiatry., vol. 41, no. 8, pp. 1039-1048, 2000.
[41] J. S. Silverman, M. Fite, and M. Mosher, “Clinical findings in reading disability children,” American Journal of Orthopsychiatry., vol. 29, pp. 298–304, 1959.
[42] C. J. Swain, “Stress as a factor in primary school children’s reading difficulties: Some implications for remedial reading” unpublished PhD thesis, North Texas State University, Denton, Texas.
[43] R. Burden, “Is Dyslexia Necessarily Associated with Negative Feelings of Self-Worth? A Review and Implications for Future Research,” Dyslexia., vol. 14, no. 3, pp. 188-196, 2008.
[44] B. Riddick, C. Sterling, M. Farmer, and S. Morgan, “Self‐esteem and anxiety in the educational histories of adult dyslexic students,” Dyslexia., vol. 5, no. 4, pp. 227-248, 1999.
[45] M. Ghisi, G. Bottesi, S. Cerea, S, and I. C. Mammarella, “Socioemotional features and resilience in Italian university students with and without dyslexia,” Frontiers in Psychology, vol. 7, pp. 478, 2016.
[46] J. A. Jordan, S. McGladdery, and K. Dyer, “Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being,” Dyslexia, vol. 20, pp. 225-240, 2014
[47] J. Nelson, W. Lindstrom, and P. Foels, “Test anxiety among college students with specific reading disability (dyslexia): Nonverbal ability and working memory as predictors,” Journal of Learning Disabilities, vol. 48, no. 4, pp. 422-432, 2015.
[48] J. Battle, Culture-free Self-esteem Inventories, 2nd ed. Austin, TX: PRO-ED, 1992.
[49] L. Erdodi, C. Abeare, J. Lichtenstein, B. Tyson, B. Kucharski, B. Zuccato, Y. S. Ben-Porath, “Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) Processing Speed Scores as Measures of Noncredible Responding: The Third Generation of Embedded Performance Validity Indicators,” Psychological Assessment, vol. 29, no. 2, pp. 148-157, 2008.
[50] S. D. Stagg, E. Eaton, and A.M. Sjoblom, “Self-Efficacy in Undergraduate Students with Dyslexia: A Mixed Methods Investigation,” British Journal of Special Education, vol. 45, no. 1, pp. 26-42, 2018.
[51] A. Bandura, Social learning theory (Prentice-Hall series in social learning theory). Englewood Cliffs; London: Prentice-Hall, 1977.
[52] N. Alexander‐Passe, “How dyslexic teenagers cope: An investigation of self‐esteem, coping and depression,” Dyslexia, vol. 12, no. 4, pp. 256-275, 2006.
[53] S. Freud, “Inhibitions, symptoms and anxiety,” The Psychoanalytic Review, vol. 28, p. 544, 1941.
[54] H. S. Sullivan, The interpersonal theory of psychiatry. New York: Norton, 1953.
[55] J. Dollard, and N. E. Miller, Personality and psychotherapy. New York: McGraw-Hill, 1950.
[56] O. H. Mowrer, “Cognitive dissonance or counterconditioning? – A reappraisal of certain behavioural “paradoxes,” Psychol. Rec., vol. 13, pp. 197-211, 1963.
[57] J. A. Gray, The Neuropsychology of Anxiety: An Enquiry into the Functions of the Septo-hippocampal System. Oxford: Oxford University Press, 1982.
[58] J. A. Gray, The Psychology of Fear and Stress. London: Cambridge University Press, 1987.
[59] J. Panksepp, “Anxiety viewed from the upper brain stem: Though panic and fear yield trepidation, should both be called anxiety?” Behavioral and Brain Sciences, vol. 5, no. 3, pp. 495-496, 1982.
[60] J. H. Eysenck, “Biological dimensions of personality,” in Handbook of personality: Theory and research L. A. Pervin, Ed., New York: Guilford, 1990, pp. 244-276.
[61] A. Ohman, “Fear and anxiety as emotional phenomena: Clinical phenomenology, evolutionary perspectives, and information processing mechanisms,” in Handbook of emotions M. Lewis, and J. M. Haviland, Eds., New York: Guilford Press, 1993, pp. 511 -536.
A. Ohman, “Stimulus prepotency and fear: Data and theory,” in The organization of emotion: Cognitive, clinical and psychophysiological perspectives, N. Birbaumer, and A. Ohman, Eds., Gottingen, Germany: Hogrefe & Huber, 1993, pp. 218- 239.
[62] G. Mandler, Mind and body: Psychology of emotion and stress. New York: Norton, 1984.
[63] K. T. Strongman, “Theories of Anxiety,” New Zealand Journal of Psychology, vol. 24, no. 2, pp. 4-10, 1995.
[64] M. W. Eysenck, “Anxiety and the worry process,” Bulletin of the Psychonomic Society, vol. 22, no. 6, pp. 545-548, 1984.
[65] M. W. Eysenck, and M. G. Calvo, “Anxiety and performance: The processing efficiency theory,” Cognition and Emotion, vol. 6, no. 6, pp. 409-434, 1992.
[66] J. Hellendoorn, and W. Ruijssenaars, “Personal Experiences and Adjustment of Dutch Adults with Dyslexia,” Remedial and Special Education, vol. 21, no. 4, pp. 227-239, 2000.
[67] G. Mandler, and S. B. Sarason, “A study of anxiety and learning,” The Journal of Abnormal and Social Psychology, vol. 47, no. 2, pp. 166-173, 1952.
[68] I. G. Sarason, “Test anxiety and the model who fails,” Journal of Personality and Social Psychology, vol. 22, no. 3, pp. 410-413, 1972.
[69] J. Wine, “Test anxiety and direction of attention,” Psychological Bulletin, vol. 76, no. 2, pp. 92-104, 1971.
[70] M. Benjamin, W. J. McKeachie, Y. G. Lin, and D. P. Holinger, “Test anxiety: Deficits in information processing,” Journal of Educational Psychology, vol. 73, pp. 816 – 824, 1981.
[71] R. Culler, C. Holahan, and S. Ball, “Test anxiety and academic performance: The effects of study-related behaviors,” Journal of Educational Psychology, vol. 72, no. 1, pp. 16-20, 1980.
[72] K. Kirkland, J. Hollandsworth, and S. L. Garfield, “Effective test taking: Skills-acquisition versus anxiety-reduction techniques,” Journal of Consulting and Clinical Psychology, vol. 48, no. 4, pp. 431-439, 1980.
[73] C. S. Carver, and M. F. Scheier, “Self-focused attention in test anxiety: A general theory applied to a specific phenomenon,” in Advances in Test Anxiety Research, vol. 3, H. van der Ploeg, R. Schwamr, and C. D. Spielberger, Eds. Hillsdale, NJ: Erlbaum, 1984, pp. 3-20.
[74] M. Covington, “Achievement anxiety,” in Making the Grade, M. Covington, Ed. Cambridge: Cambridge University Press, 1992, pp. 104-129.
[75] C. D. Spielberger, and P.R. Vagg, Test Anxiety: Theory, Assessment, and Treatment. Washington D. C.: Taylor & Francis, 1995.
[76] J. Hadwin, J., Brogan, and J. Stevenson, “State anxiety and working memory in children: A test of processing efficiency theory,” Educational Psychology, vol. 25, no. 4, pp. 379-393, 2005.
[77] M. S. Humphreys, and W. Revelle, “Personality, motivation and performance: A theory of the relationship between individual differences and information processing,” Psychological Review, vol. 91, pp. 153–184, 1984.
[78] I. G. Sarason, “Stress, anxiety, and cognitive interference: Reactions to tests,” Journal of Personality and Social Psychology, vol. 46, no. 4, pp. 929-938, 1984.
[79] A. D. Baddeley, Essentials of Human Memory. Hove: Psychology Press, 1999.
[80] D. McLoughlin, and C. Leather, The Dyslexic Adult: Interventions and Outcomes: An Evidence-Based Approach, 2nd ed. New York: Wiley, 2013.
[81] D. Shankweiler, and S. Crain, “Language mechanisms and reading disorder: a modular approach,” Cognition, vol. 24, no. 2, pp. 139– 168, 1986.
[82] P. Trower, B. Bryant, and M. Argyle, Social Skills and Mental Health. London: Methuen, 1978.
[83] B. Schlenker, and M. Leary, “Audiences' reactions to self-enhancing, self-denigrating, and accurate self-presentations,” Journal of Experimental Social Psychology, vol. 18, no. 1, pp. 89-104, 1982.
[84] P. Topham, N. Moller, and H. Davies, “Social anxiety in learning: Stages of change in a sample of UK undergraduates,” Journal of Further and Higher Education, vol. 40, no. 1, pp. 1-21, 2016.
[85] R. B. Cattell, Handbook for the IPAT Anxiety Scale. Champaign, 111.: Institute for Personality and Ability Testing, 1957.
[86] A. Bendig, “Reliability of and Intercorrelations Between Cattell's IPAT Anxiety and Neuroticism Scales,” The Journal of General Psychology, vol. 75, no. 1, pp. 1-7, 1966.
[87] J. Loevinger, “Objective tests as instruments of psychological theory,” Psychological Reports, vol. 3, no. 9, pp. 635-694, 1957.
[88] B. Birmaher, S. Khetarpal, D. Brent, M. Cully, L. Balach, J. Kaufman, and S. M. Neer, “The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale Construction and Psychometric Characteristics,” Journal of the American Academy of Child & Adolescent Psychiatry, vol. 36, no. 4, pp. 545-553, 1997.
[89] R. Chester, E. Chaplin, E. Tsakanikos, J. Mccarthy, N. Bouras, and T. Craig, “Gender differences in self-reported symptoms of depression and anxiety in adults with intellectual disabilities,” Advances in Mental Health and Intellectual Disabilities, vol. 7, no. 4, pp. 191-200, 2013.
[90] C. Bonferroni, “Schemi teorici e dispersion,” Giornale Degli Economisti E Rivista Di Statistica, vol. 65, no. 7, pp. 396-411, 1939.
[91] M. Bruck, and R. D. Parke, “Persistence of Dyslexics' Phonological Awareness Deficits,” Developmental Psychology, vol. 28, no. 5, pp. 874-886, 1992.
[92] D. Lefly, and B. Pennington, “Spelling Errors and Reading Fluency in Compensated Adult Dyslexics,” Annals of Dyslexia, vol. 41, pp. 143-162, 1991.
[93] J. H. Smith-Spark, and J. Fisk, “Working memory functioning in developmental dyslexia,” Memory, vol. 15, no. 1, pp. 34-56, 2007.
[94] J. H. Smith-Spark, L. A. Henry, D. J. Messer, E. Edvardsdottir, and A. P. Zięcik, “Executive functions in adults with developmental dyslexia,” Research in Developmental Disabilities, vol. 53-54(C), pp. 323-341, 2016.
[95] R. Wiseheart, L. J. P. Altmann, H. Park, and L. J. Lombardino, “Sentence Comprehension in Young Adults with Developmental Dyslexia,” Annals of Dyslexia, vol. 59, no. 2, pp. 151-167, 2009.