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Abstract(s)
A Perturbação de Aprendizagem Específica – Leitura é uma problemática que sempre teve uma visibilidade na fase infantil, pois é a fase do ciclo vital na qual os indivíduos revelam as suas dificuldades através do ensino. No entanto, segundo o DSM-5, estima-se que cerca de 4% da população adulta é disléxica e que este diagnóstico é vitalício. Esta visão tem levantado uma série de dúvidas na comunidade científica, que encontrou aqui um novo rumo de investigação. Muitos dos estudos que têm surgido tratam o bem-estar destes adultos, nomeadamente o apoio/suporte social de que são alvo e ainda a ansiedade inerente à realização de tarefas.
Nesta investigação são avaliadas as variáveis suporte social e os seus vários subtipos e ainda são avaliados os níveis de ansiedade-estado. Estas variáveis são comparadas entre indivíduos com PAE-DL (N=26) e sem o diagnóstico de PAE-DL (N=313). As conclusões demonstram que os níveis de ansiedade-estado são mais elevados nos participantes com PAE-DL do que em indivíduos sem dislexia. No entanto, é revelado que não existem diferenças significativas no que concerne ao suporte social e aos seus subtipos.
Specific Learning Disability - Reading is an issue more visible in childhood, because it is the vital cycle's phase in which individuals reveal their difficulties throughout their education. However, following DSM-5 it is estimated that about 4% of the adult population is dyslexic, perpetuating itself throughout the life. This view has raised several questions in the scientific community who found a new line of investigation. Recent studies focus on adults' well-being, namely the social support they have as well as their anxiety regarding the fulfilment of their tasks. In this investigation, it is assessed the variables social support and the levels of the state-anxiety. These variables are compared among individuals with PAE-DL (N=26) as well as without this diagnosis (N=313). In the conclusions, it is shown that levels of state-anxiety are higher in PAE-DL participants than in those without dyslexia. However, it is revealed that there are no significant differences regarding social support variable.
Specific Learning Disability - Reading is an issue more visible in childhood, because it is the vital cycle's phase in which individuals reveal their difficulties throughout their education. However, following DSM-5 it is estimated that about 4% of the adult population is dyslexic, perpetuating itself throughout the life. This view has raised several questions in the scientific community who found a new line of investigation. Recent studies focus on adults' well-being, namely the social support they have as well as their anxiety regarding the fulfilment of their tasks. In this investigation, it is assessed the variables social support and the levels of the state-anxiety. These variables are compared among individuals with PAE-DL (N=26) as well as without this diagnosis (N=313). In the conclusions, it is shown that levels of state-anxiety are higher in PAE-DL participants than in those without dyslexia. However, it is revealed that there are no significant differences regarding social support variable.
Description
Keywords
Ansiedade-Estado Perturbação da Aprendizagem Específica – Leitura Suporte Social.