Increasing attention has been given

Increasing attention has been given to the socialemotional
development of persons with learning disabilities
(PWLD). In general, the literature on this topic
finds that those with learning disabilities (LD) are at
increased risk for mental health problems. Existing studies
have focused on specific aspects of mental health,
such as stress (Wenz-Gross & Siperstein, 1998), anxiety
(Riddick, Sterling, Farmer, & Morgan, 1999), or depression
(Heath & Ross, 2000). Generally, such studies have
used small sample sizes and narrow age ranges.
Studies have reported elevated stress and anxiety
levels for PWLD. Higher rates of school-related stress
were found in samples of school-identified junior high
(Geisthardt & Munsch, 1996) and high school students
(Wenz-Gross & Siperstein, 1998). Because the school
years represent one of the most significant major life
stressors for PWLD, stress may be lessened once schooling
has ended (Raskind, Goldberg, Higgins, & Herman,
1999). Fisher, Allen, and Kose (1996) found higher rates
of state and trait anxiety among boys with LD. Among
post secondary students with LD, Heiman and Precel
(2003) produced evidence of high rates of anxiety.
Raised levels of anxiety and apprehension and reduced
levels of self-confidence and stability have been reported
among adults with LD (Hales, 2001), prompting Gregg,
Hoy, King, Moreland, and Jagota (1992) to argue that
long-term stress resulted in low self-confidence.
Depression and its links to LD have been studied more
extensively in both school and clinical samples. Higher
scores on inventories measuring depression have been
found in children with LD as young as 8 years of age
(Heath, 1995; Wright-Strawderman & Watson, 1992), in
younger adolescents (Maag & Behrens, 1989), and in
older adolescents (Dalley, Bolocofsky, Alcorn, & Baker)

Hasil (Bahasa Indonesia) 1:

Increasing attention has been given to the socialemotionaldevelopment of persons with learning disabilities(PWLD). In general, the literature on this topicfinds that those with learning disabilities (LD) are atincreased risk for mental health problems. Existing studieshave focused on specific aspects of mental health,such as stress (Wenz-Gross & Siperstein, 1998), anxiety(Riddick, Sterling, Farmer, & Morgan, 1999), or depression(Heath & Ross, 2000). Generally, such studies haveused small sample sizes and narrow age ranges.Studies have reported elevated stress and anxietylevels for PWLD. Higher rates of school-related stresswere found in samples of school-identified junior high(Geisthardt & Munsch, 1996) and high school students(Wenz-Gross & Siperstein, 1998). Because the schoolyears represent one of the most significant major lifestressors for PWLD, stress may be lessened once schoolinghas ended (Raskind, Goldberg, Higgins, & Herman,1999). Fisher, Allen, and Kose (1996) found higher ratesof state and trait anxiety among boys with LD. Amongpost secondary students with LD, Heiman and Precel(2003) produced evidence of high rates of anxiety.Raised levels of anxiety and apprehension and reducedlevels of self-confidence and stability have been reportedamong adults with LD (Hales, 2001), prompting Gregg,Hoy, King, Moreland, and Jagota (1992) to argue thatlong-term stress resulted in low self-confidence.Depresi dan link ke LD telah dipelajari lebihdi sekolah maupun klinis sampel. Lebih tinggiSkor pada persediaan mengukur depresi telahditemukan pada anak-anak dengan LD semuda usia 8 tahun(Heath, 1995; Wright-Strawderman & Watson, 1992), di dalammuda remaja (Maag & Behrens, 1989), danremaja remaja (Dalley, Bolocofsky, Alcorn, & Baker)

Hasil (Bahasa Indonesia) 2:

Meningkatkan perhatian telah diberikan kepada socialemotional
pengembangan orang dengan ketidakmampuan belajar
(PWLD). Secara umum, literatur tentang topik ini
menemukan bahwa orang-orang dengan ketidakmampuan belajar (LD) berada pada
peningkatan risiko untuk masalah kesehatan mental. Studi yang ada
telah difokuskan pada aspek-aspek tertentu dari kesehatan mental,
seperti stres (Wenz-Gross & Siperstein, 1998), kecemasan
(Riddick, Sterling, Farmer, & Morgan, 1999), atau depresi
(Heath & Ross, 2000). Umumnya, studi tersebut telah
digunakan ukuran sampel yang kecil dan rentang usia yang sempit.
Studi telah melaporkan stres dan kecemasan yang tinggi
tingkat untuk PWLD. Tingkat stres yang lebih tinggi-sekolah terkait
ditemukan dalam sampel sekolah-diidentifikasi SMP
(Geisthardt & Munsch, 1996) dan siswa SMA
(Wenz-Gross & Siperstein, 1998). Karena sekolah
tahun merupakan salah satu kehidupan utama yang paling signifikan
stres untuk PWLD, stres dapat berkurang setelah sekolah
telah berakhir (Raskind, Goldberg, Higgins, & Herman,
1999). Fisher, Allen, dan Kose (1996) menemukan tingkat yang lebih tinggi
dari negara dan sifat kecemasan di kalangan anak laki-laki dengan LD. Di antara
siswa pasca sekunder dengan LD, Heiman dan Precel
(2003) menghasilkan bukti dari tingginya tingkat kecemasan.
Tingkat Dibesarkan dari kecemasan dan ketakutan dan mengurangi
tingkat kepercayaan diri dan stabilitas telah dilaporkan
di antara orang dewasa dengan LD (Hales, 2001), mendorong Gregg,
Hoy, Raja, Moreland, dan Jagota (1992) untuk berpendapat bahwa
stres jangka panjang mengakibatkan rendah kepercayaan diri.
Depresi dan link untuk LD telah dipelajari lebih
luas di kedua sekolah dan sampel klinis. Lebih tinggi
skor pada persediaan mengukur depresi telah
ditemukan pada anak-anak dengan LD semuda 8 tahun
(Heath, 1995; Wright-Strawderman & Watson, 1992), di
remaja muda (Maag & Behrens, 1989), dan di
remaja yang lebih tua ( Dalley, Bolocofsky, Alcorn, & Baker)