Diagnosed with special learning disability 4-8. investigation of the relationship between parental attitudes and problem solving skills, social anxiety levels and academic achievement in primary school students: Tekirdağ sample

In this study, it was aimed to investigate the relationship between parental attitudes, problem solving skills, social anxiety levels and academic achievement in 4-8th grade children with Special Learning Disability (SLD). Problem solving skills and social anxiety levels were compared with respect to presence of special education for SLD, additional educational support, and psychiatric comorbidity. Academic achievement levels were compared with respect to grade at diagnosis, presence of special education for SLD, additional support and comorbid psychiatric disorder. The study included 100 (50 girls, 50 boys) 4-8th grade students diagnosed with SLD. The data was collected by "Social Anxiety Scale (SAS)", "Parent Attitudes Scale (PAS)" and "Problem Solving Inventory for Children (PSIC)". A sociodemographic form was used to obtain sociodemographic and academic information of students. According to the results of this study, there was a positive correlation between PAS- responsibility and acceptance dimension scores and PSIC-trust in problem solving skills (r= 0.939 p=0.000) scores and PSIC-total scores ( (r= 0.862 p=0.000). PAS- responsibility and acceptance dimension scores were negatively correlated with PSIC-avoidance in problem solving dimension scores (r= - 0.324 p=0.001) and SAS scores (r= - 0.303 p=0.001). PAS- authority and control dimension scores were positively correlated with PSIC- avoidance in problem solving scores (r= 0.462 p=0.000) and SAS scores (r= 0.365 p=0.000); and negatively correlated with PSIC-self-control in problem solving scores (r= - 0.629 p=0.001) and PSIC total scores (r= - 0.249 p=0.013). PSIC- trust in problem solving skills dimension scores were negatively correlated with SAS scores (r= - 0.249 p=0.013). There was a negative correlation between PSIC-self-control in problem solving scores and SAS scores (r= - 0.396 p=0.000). There was a positive correlation between PSIC-avoidance in problem solving scores and SAS scores (r= 0.346 p=0.000). PSIC total scores were negatively correlated with SAS scores (r= - 0.350 p=0.000). The children having special educational support for SLD showed better problem-solving skills and greater academic achievement. Academic achievement was higher in children without psychiatric comorbidity.