本研究旨在瞭解國中學習障礙學生與普通學生以及不同背景變項之國中學習障礙學生在家庭依附、社會訊息處理與社會適應上的差異，並探討以及比較國中學習障礙學生與普通學生之家庭依附、社會訊息處理與社會適應的關係。
本研究採問卷調查與深度訪談蒐集資料，研究對象是364名國中學障學生與364名普通學生，並自問卷調查樣本中抽取學障學生、學障學生之家長和相關教師共16人為訪談對象，以t考驗、單因子變異數分析、階層迴歸分析與結構方程模式進行問卷調查的資料分析；以恆常比較分析法以及次數與百分比進行深度訪談的資料分析。研究主要發現如下：
一、國中學習障礙學生與普通學生在整體與各層面的家庭依附、整體的社會訊息處理與反應決定歷程以及整體的社會適應、人際問題與違犯行為達顯著差異。
二、不同背景變項中，性別在家庭依附的拒絕層面、社會訊息處理之反應決定層面、整體的社會適應以及攻擊行為與違犯行為層面達顯著差異。不同學障類型在社會適應之違犯行為層面達顯著差異。
三、國中學習障礙學生的家庭依附對社會訊息處理有顯著預測力。家庭依附對人際問題有顯著預測力。社會訊息處理與家庭依附以及背景變項中之性別和語文型學障對攻擊行為與違犯行為具顯著預測力。
四、國中學習障礙學生與普通學生的家庭依附、社會訊息處理與社會適應之結構模式獲統計支持，社會訊息處理在家庭依附與社會適應間具部分中介效果。學障學生與普通學生的結構模式型態，以及各變項間的關連方向與強度均無顯著差異。
五、社會適應良好之學障學生的家庭依附是：「家中寶貝，悉心呵護」與「重視溝通，循循善誘」。社會適應不良之學障學生的家庭依附是：「壓力沉重，動輒打罵」、「自顧不暇，自生自滅」以及「差別待遇，冷漠疏離」。社會適應不良之學障學生的社會訊息處理效能較社會適應良好者差，在社會訊息處理之線索編碼、線索解釋、目標設定、反應建立與反應決定等歷程皆有缺陷。
本研究根據問卷調查與深度訪談結果，提出對教學輔導與後續研究之建議。

The first purpose of this study was to investigate the family attachment, social
information processing, and social adjustment of students with learning disabilities
and normal students, and those of learning disabled students with different
background variables. The second purpose was to explore the relationships among
family attachment, social information processing, and social adjustment of students
with learning disabilities and normal students.
A questionnaire survey was used in the study which recruited 364 students with
learning disabilities and 364 normal students in junior high schools. A in-depth
interview was conducted to 16 participants including students with learning
disabilities, school teachers and parents of the students. The data of questionnaire
survey were analyzed by t-test, one-way ANOVA, hierarchical regression analysis,
and structural equation model. The interview manuscripts were coded and compiled
with constant comparison, frequency distribution, and percentage. The results of the
study were described as the followings：
1. There were significant differences in full scale and all the subscales of the
family attachment, full scale and response decision subscale of the social information
processing, full scale and interpersonal problem and delinquent behavior subscales of
the social adjustment between students with learning disabilities and normal students.
2. There were significant differences in the rejection subscale of the family
attachment, the response decision subscale of the social information processing, full
scale and aggression and delinquent behavior subscales of the social adjustment
between learning disabled students with different genders. There was a significant
difference in the delinquent behavior subscale of the social adjustment among
learning disabled students with different classification of disabilities.
3. The family attachment of the learning disabled students significantly predicted
social information processing. The family attachment of the learning disabled students
significantly predicted interpersonal problem. The social information processing and
family attachment of the learning disabled students significantly predicted aggression
and delinquent behaviors. Among background variables, gender and verbal learning
disabilities significantly predicted aggression and delinquent behaviors.
4. The structure model of the family attachment, social information processing,
and social adjustment of students with learning disabilities and normal students can be
pronounced idealistic. Social information processing partially mediated the
relationship between family attachment and social adjustment. The structure model of
students with learning disabilities and normal students didn’t differ significantly.
5. In the family of the well-adjusted learning disabled students, the children were
taken care with love and affection and the communication between parents and
children was emphasized. In the family of the poorly-adjusted learning disabled
students, the children were treated with harsh parenting, rejection and alienation.
Compared to the well-adjusted learning disabled students, the social information
processing of the poorly-adjusted learning disabled students was less efficient, and the
poorly-adjusted learning disabled students had more difficulties during the process of
encoding of cues, interpretation of cues, clarification of goals, response construction,
and response decision.
Based on the results from the questionnaire survey and in-depth interview, some
suggestions for intervention and future studies were proposed.

摘要 I
目次 V
表次 VII
圖次 IX
第一章 緒論 1
第一節 問題背景與研究動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 7
第二章 文獻探討 11
第一節 依附的理論與相關研究 11
第二節 社會訊息處理的理論與相關研究 28
第三節 社會適應的理論與相關研究 45
第四節 家庭依附、社會訊息處理與社會適應的關係 60
第三章 研究方法 75
第一節 研究架構 75
第二節 研究對象 77
第三節 研究工具 80
第四節 實施程序 96
第五節 資料分析 97
第六節 資料篩檢 101
第四章 研究結果與討論 107
第一節 國中學習障礙學生與普通學生的家庭依附、社會訊息處理與社會適應的差異分析 107
第二節 不同背景變項之國中學習障礙學生的家庭依附、社會訊息處理與社會適應的差異分析 111
第三節 國中學習障礙學生之家庭依附對社會訊息處理、社會訊息處理對社會適應以及家庭依附對社會適應的預測力 121
第四節 國中學習障礙學生與普通學生的家庭依附、社會訊息處理與社會適應之結構模式 131
第五節 社會適應良好與社會適應不良之國中學習障礙學生在家庭依附與社會訊息處理上的差異情形 143
第六節 綜合討論 155
第五章 結論與建議 161
第一節 結論 161
第二節 研究限制 163
第三節 研究建議 164


表次
表2-1 學障學生與普通學生社會訊息處理歷程的差異.....................................................................41
表2-2 國外探討學障學生適應的研究所採用的指標.........................................................................49
表2-3 國內探討學障學生適應的研究所採用的指標.........................................................................50
表3-1 預試樣本有效問卷數.................................................................................................................77
表3-2 正式學障樣本背景資料摘要表.................................................................................................78
表3-3 正式學障與普通兩組樣本在性別、年級與家庭社經地位之各水準人次與百分比摘要表..79
表3-4 深度訪談對象之背景資料摘要表.............................................................................................80
表3-5「家庭依附問卷」預試因素分析結果摘要表..........................................................................83
表3-6「社會訊息處理歷程量表」預試之情境故事內容與題項代號..............................................85
表3-7「社會訊息處理歷程量表」預試題項與向度說明..................................................................86
表3-8「社會訊息處理歷程量表」預試之反應決定歷程的因素分析結果摘要表...........................87
表3-9「社會訊息處理歷程量表」預試之整體模式適合度指標數值摘要表..................................88
表3-10「社會訊息處理歷程量表」預試之測量模式適合度指標數值摘要表................................88
表3-11「社會訊息處理歷程量表」預試之模式適合度與模式間比較結果摘要表.........................89
表3-12「社會適應量表」預試因素分析結果摘要表........................................................................93
表3-13 職業等級與教育程度劃分方式表...........................................................................................94
表3-14 社經地位等級換算方法...........................................................................................................94
表3-15 深度訪談對象之逐字稿代碼對照表.......................................................................................98
表4-1 學障學生與普通學生在「家庭依附」、「社會訊息處理歷程」與「社會適應」量表得分之t
考驗摘要表...............................................................................................................................108
表4-2 不同性別之學障學生在「家庭依附」、「社會訊息處理歷程」與「社會適應」量表得分之t
考驗摘要表...............................................................................................................................112
表4-3 不同年級之學障學生在「家庭依附」、「社會訊息處理歷程」與「社會適應」量表得分之變
異數分析摘要表........................................................................................................................113
表4-4 不同社經地位之學障學生在「家庭依附」、「社會訊息處理歷程」與「社會適應」量表得分
之變異數分析摘要表.................................................................................................................114
表4-5 不同類型之學障學生在「社會訊息處理歷程」與「社會適應」量表得分之變異數分析摘要
表...............................................................................................................................................116
表4-6 不同居住狀況之學障學生在「家庭依附」量表得分之變異數分析摘要表........................117
表4-7 不同依附對象之學障學生在「家庭依附」量表得分之變異數分析摘要表........................118
表4-8 家庭依附對社會訊息處理之階層迴歸分析摘要表...............................................................123
表4-9 社會訊息處理與家庭依附對人際問題之階層迴歸分析摘要表...........................................124
表4-10 社會訊息處理與家庭依附對攻擊行為之階層迴歸分析摘要表.........................................126
表4-11 社會訊息處與家庭依附理對違犯行為之階層迴歸分析摘要表..........................................128
表4-12 本研究假設模式之潛在變項對觀察變項參數估計結果摘要表.........................................134
VIII
表4-13 本研究假設模式之潛在變項與觀察變項之誤差變異數估計結果摘要表..........................135
表4-14 本研究假設模式之整體模式適合度評鑑結果摘要表.........................................................136
表4-15 各潛在變項間的區辨效度分析結果摘要表.........................................................................136
表4-16 本研究假設模式之潛在變項與潛在變項間參數估計結果摘要表.....................................137
表4-17 結構模式不變性考驗結果摘要表.........................................................................................141
表4-18 高、低兩組學障學生社會訊息處理歷程訪談結果次數與百分比摘要表..........................150
表4-19 高、低兩組學障學生在家庭依附、社會訊息處理與社會適應之差異情形一覽表..........152
IX
圖次
圖2-1 內在運作模式的認知、情緒與行為反應模式圖.....................................................................13
圖2-2Bartholomew 和Horowitz 的依附類型......................................................................................17
圖2-3 社會訊息處理模式圖.................................................................................................................30
圖3-1 本研究架構圖.............................................................................................................................76
圖3-2 國中學習障礙學生家庭依附、社會訊息處理與社會適應之結構模式圖..............................76
圖3-3「社會訊息處理歷程量表」驗證性因素分析模式圖（模式A）（標準化解）...................90
圖4-1 國中學習障礙學生與普通學生家庭依附、社會訊息處理與社會適應之結構模式圖........140

一、中文部份
王富美（民93）。社會訊息處理歷程教育方案對國小高攻擊行為兒童輔導效果之研究。國立臺南大學特殊教育學系未出版之碩士論文。
朱宥靜（民97）。國中學生父母管教方式、依附關係與偏差行為之相關研究。國立彰化師範大學教育研究所未出版之碩士論文。
余民寧（民95）。潛在變項模式SIMPLIS的應用。台北：高等教育。
吳新華（民80）。國小學童生活適應量表編製報告。台南師院學報，24卷，125-160。
吳新華（民85）。國小學童生活適應量表指導手冊。台北：心理。
呂秋桂（民94）。國小高年級學童控制信念、依附關係與生活適應之相關研究。國立臺南大學教育學系輔導教學碩士班未出版之碩士論文。
李佳倫（民96）。國小學童依附關係、人際關係與社會適應之相關研究。國立嘉義大學家庭教育研究所未出版之碩士論文。
李昱德（民92）。國小學童依附關係傾向與人際行為之相關研究。國立台北師範學院教育心理與輔導學系碩士班未出版之碩士論文。
周台傑（民95）。學習障礙。載於許天威、徐享良、張勝成（主編），新特殊教育通論(二版)，（71-106頁）。台北：五南。
周台傑（民88）。學習障礙學生鑑定原則及鑑定基準說明。載於張蓓莉（主編）， 身心障礙及資賦優異學生鑑定原則及鑑定基準說明手冊（75-91頁）。臺北市：國立臺灣師範大學特殊教育學系。
林生傳（民89）。教育社會學（三版）。台北：巨流。
林利真（民95）。國中學障生自我概念與生活適應之研究。國立臺灣師範大學特殊教育學系在職進修碩士班未出版之碩士論文。
林怡芳（民97）。國小非語文型與語文型學習障礙學生適應功能之比較研究。國立臺灣師範大學特殊教育學系未出版之碩士論文。
林信香（民92）。國小學習障礙學生自我概念及生活適應之研究。臺中師範學院國民教育研究所未出版之碩士論文。
林清文（民98）。多變項分析專題研究上課講義。未出版。
邱志釤（民97）。國中學習障礙學生社交技巧與其認知功能之相關研究。國立彰化師範大學特殊教育學系所未出版之碩士論文。
洪儷瑜（民86）。青少年社會行為之多元評量。台北：師大書苑。
孫淑琴（民89）。學童依附關係、內在運作模式和同儕衝突處理策略之相關研究。國立臺灣師範大學教育心理與輔導學系未出版之碩士論文。
張春興（民96）。教育心理學—三化取向的理論與實踐(重修二版)。台北：東華。
張春興（民88）。張氏心理學辭典。台北：東華。
張春興、林清山（民78）。教育心理學。台北：東華。
張瓊云（民97）。國中學習障礙學生社交技巧與其社會訊息處理歷程之探索性研究。國立彰化師範大學特殊教育學系所未出版之碩士論文。
教育部（民95）。身心障礙及資賦優異學生鑑定標準。教育部台參字第 0950141561C 號令修正發布。
莊季靜（民95）。國中學生同儕攻擊者之社會訊息處理歷程研究。國立臺灣師範大學教育心理與輔導學系未出版之碩士論文。
莊淑蘭（民97）。桃園縣國小學習障礙學生自我接納度、心理特質與學校適應之相關研究。國立新竹教育大學特殊教育學系未出版之碩士論文。
許舒雅（民97）。國小學童父母親依附關係、利社會行為與友誼品質之關係研究。國立臺灣師範大學教育心理與輔導學系在職進修碩士班未出版之碩士論文。
許瑞蘭（民91）。國中生依附關係、人際問題解決態度與學校生活適應之相關研究。屏東師範學院教育心理與輔導研究所未出版之碩士論文。
郭啟瑞（民94）。國小學童依附關係與人際關係、生活適應之研究。國立臺南大學教育學系輔導教學碩士班未出版之碩士論文。
陳小娥、蘇建文（民66）。父母教養行為與少年生活適應。教育心理學報，10期，91-106頁。
陳李綢、郭妙雪（民87）。教育心理學。台北：五南。
陳佳琪（民90）。青少年生活壓力、家庭氣氛與偏差行為之關係研究。國立彰化師範大學教育研究所未出版之碩士論文。
陳姵君（民97）。青少年依附關係、自我認同、獨處能力與情緒調節之關係。國立臺灣師範大學教育心理與輔導學系在職進修碩士班未出版之碩士論文。
陳香吟（民95）。國中語文型與非語文型學習障礙學生社交技巧之比較研究。國立彰化師範大學特殊教育學系所未出版之碩士論文。
陳國洲（民94）。國小普通班學習障礙學生及其教師所遇困難。國立彰化師範大學特殊教育學系所未出版之碩士論文。
陳維錡（民95）。國小學習障礙學生的人際關係與同儕接納態度之探討。國立臺北教育大學特殊教育學系未出版之碩士論文。
陳嬿茹（民97）。不同社會計量地位國中生的疏離感、依附關係與學校生活適應之相關研究。國立高雄師範大學輔導與諮商研究所未出版之碩士論文。
曾瓊禛（民94）。學習障礙青少年生活壓力、自尊與憂鬱之相關研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
黃真真（民97）。高職學習障礙學生社交技巧與其認知功能之相關研究。國立彰化師範大學特殊教育學系所未出版之碩士論文。
黃筱甄（民97）。國中生依附關係與同儕人際關係之相關研究。國立臺灣師範大學教育心理與輔導學系在職進修碩士班未出版之碩士論文。

黃靜宜（民97）。青少年依附關係、父母教養方式與其異性交往態度之關係。國立臺灣師範大學人類發展與家庭學系未出版之碩士論文。
黃韻如（民94）。高雄市高中職學習障礙學生學習適應與學校支持系統之研究。國立高雄師範大學特殊教育學系未出版之碩士論文。
楊坤堂、黃貞子、林美玉、沈易達（民84）。學習障礙兒童。台北：五南。
楊芳梅（民96）。母親監控、家庭依附與青少年偏差行為之研究。國立嘉義大學家庭教育與諮商研究所未出版之碩士論文。
詹文宏（民94）。高中職學習障礙學生自我概念、因應策略、學校適應及其因果模式之研究。國立彰化師範大學特殊教育學系所未出版之博士論文。
路均約（民70）。少年人格測驗指導手冊修訂本。台北：中國行為科學社。
廖成敏（民90）。國小高年級學童不同依附型態對衝突因應處理方式及社會適應之影響。臺東師範學院教育研究所未出版之碩士論文。
熊怡淇（民97）。高職學習障礙學生社交技巧與其社會訊息處理歷程之相關研究。國立彰化師範大學特殊教育學系所未出版之碩士論文。
劉峻谷（民95年12月13日）。桃園少輔院，315院生，168學習障礙。聯合報。民98年6月28日，取自：http://times.hinet.net/news/20061213/graph/1f9512d52f76.htm。
劉峻誠（民92）。青少年家庭依附、就學經驗與偏差行為相關性之研究－以南投縣為例。南華大學教育社會學研究所未出版之碩士論文。
蔡美玉（民93）。國小學習障礙學生生活適應與人際問題解決能力之研究。國立彰化師範大學特殊教育學系所未出版之碩士論文。
蔡素玲（民86）。青少年依附品質、社會支持與自殺傾向之研究。國立彰化師範大學輔導學系未出版之碩士論文。
鄭世昌（民94）。國民中學學習障礙學生自我概念與生活適應之研究。國立彰化師範大學特殊教育學系所未出版之碩士論文。
蕭芳玉（民97）。國中學習障礙學生社交技巧與其人格特質之相關研究。國立彰化師範大學特殊教育學系所未出版之碩士論文。
賴怡君（民91）。國小學童情緒智力發展與依附關係、生活適應之關係研究。國立臺灣師範大學教育心理與輔導研究所未出版之碩士論文。
簡茂發（民67）。父母教養態度與小學兒童生活適應之關係。教育心理學報，11期，63-86頁。
藍珮君（民95）。國中女生關係攻擊行為及意圖歸因、友誼品質、自我概念之相關研究。國立臺灣師範大學教育心理與輔導學系未出版之碩士論文。
蘇玉婷（民97）。國小高年級學童依附關係與情緒智力之研究。國立高雄師範大學教育研究所未出版之碩士論文。
蘇蕙芳（民95）。國小學童依附關係與情緒管理、利社會行為關係之研究。國立台南大學教育學系輔導教學碩士班未出版之碩士論文。

二、英文部分
Adams, H.E.(1972). Psychology of adjustment. New York.: The Roland Peers Compancy.
Ainsworth, M. D., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.
Allen, J. P., Marsh, P., McFarland, C., McElhaney, K. B., Land, D. J., Jodl, K. M., & Peck, S. (2002). Attachment and autonomy as predictors of the development of social skills and delinquency during midadolescence. Journal of Consulting and Clinical Psychology, 70(1), 56-66.
Al-Yagon, M. (2003). Children at risk for learning disorders: Multiple perspectives. Journal of Learning Disabilities, 36(4), 318-335.
Al-Yagon, M. (2007). Socioemotional and behavioral adjustment among school-age children with learning disabilities: The moderating role of maternal personal resources. The Journal of Special Education, 40(4), 205-217.
Al-Yagon, M., & Mikulincer, M. (2004a). Patterns of close relationships and socioemotional and academic adjustment among school-age children with learning disabilities. Learning Disabilities Research & Practice, 19(1), 12-19.
Al-Yagon, M., & Mikulincer, M. (2004b). Socioemotional and academic adjustment among children with learning disorders: The mediational role of attachment-based factors. The Journal of Special Education, 38(2), 111-123.
Arbona, C., & Power, T. G. (2003). Parental attachment, self-esteem, and antisocial behaviors among African American, European American, and Mexican American adolescents. Journal of Counseling Psychology, 50(1), 40-51.
Arkoff, A. (1968). Adjustment and mental health. New York: McGraw-Hill.
Armsden, G. C., & Greenberg, M. T. (1987). The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16, 427-454.
Baldwin, M. W. (1992). Relational schemas and the processing of social information. Psychological Bulletin, 112(3), 461-484.
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61(2), 226-244.
Bauminger, N., & Kimhi-Kind, I. (2008). Social information processing, security of attachment, and emotion regulation in children with learning disabilities. Journal of Learning Disabilities, 41(4), 315-332.


Bauminger, N., Edelsztein, H., & Morash, J. (2005). Social information processing and emotional understanding in children with LD. Journal of Learning Disabilities, 38(1), 45-60.
Bender, W. N. (2008). Learning disabilities: Characteristics, identification, and teaching strategies (6th ed.). Boston: Allyn & Bacon.
Bender, W. N., & Smith, J. K. (1990). Classroom behavior of children and adolescents with learning disabilities: A meta-analysis. Journal of Learning Disabilities, 23(5), 298-305.
Benner, G. J., Beaudoin, K., Kinder, D., & Mooney, P. (2005). The relationship between the beginning reading skills and social adjustment of a general sample of elementary aged children. Education & Treatment of Children, 28(3), 250-264.
Benner, G., Nelson, J., & Epstein, M. (2002). The language skills of children with emotional and behavioral disorders: A review of the literature. Journal of Emotional and Behavioral Disorders, 10(1), 43–59.
Bennett, S., Farrington, D. P., & Huesmann, L. R. (2005). Explaining gender differences in crime and violence: The importance of social cognitive skills. Aggression and Violent Behavior, 10(3), 263-288.
Bokides, S. K. (2005). Attachment representation and self-concept of students with learning disabilities at the community college level. Unpublished Ed.D., University of the Pacific, United States -- California.
Bowlby, J. (1973). Attachment and loss. Vol. 2: Separation. New York: Basic Books.
Bowlby, J. (1980). Attachment and loss. Vol. 3: Loss, sadness and depression. New York: Basic Books.
Bowlby, J. (1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York: Basic Books.
Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London: Routledge.
Bretherton, I. (1985). Attachment theory: Retrospect and prospect. In I. Bretherton & E. Waters (Eds.), Growing points in attachment theory and research. Monographs for the Society for Research in Child Development (pp. 3-35).
Brier, N. (1989). The relationship between learning disability and delinquency: A review and reappraisal. Journal of Learning Disabilities, 22(9), 546-553.
Bryan, T. (1997). Assessing the personal and social status of students with learning disabilities. Learning Disabilities Research & Practice, 12(1), 63-76.
Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning Disability Quarterly, 27(1), 45-51.
Bryan, T., Sullivan-Burstein, K., & Mathur, S. (1998). The influence of affect on social information processing. Journal of Learning Disabilities(31), 418-426.
Burks, V. S., Laird, R. D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1999). Knowledge structures, social information processing, and children's aggressive behavior. Social Development, 8(2), 220-236.
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. NY: Taylor & Francis Group.
Camodeca, M., Goossens, F. A., Schuengel, C., & Terwogt, M. M. (2003). Links between social informative processing in middle childhood and involvement in bullying. Aggressive Behavior, 29(2), 116-127.
Cassidy, J., Kirsh, S. J., Scolton, K. L., & Parke, R. D. (1996). Attachment and representations of peer relationships. Developmental Psychology, 32(5), 892-904.
Cohn, D. A. (1990). Child-mother attachment of six-year-olds and social competence at school. Child Development, 61(1), 152-162.
Collins, N. L. (1996). Working models of attachment: Implications for explanation, emotion, and behavior. Journal of Personality and Social Psychology, 71(4), 810-832.
Collins, N. L., & Feeney, B. C. (2004). Working models of attachment shape perceptions of social support: Evidence from experimental and observational studies. Journal of Personality and Social Psychology, 87(3), 363-383.
Collins, N. L., & Read, S. J. (1994). Cognitive representations of attachment: The structure and function of working models. In K. Bartholomew & D. Perlman (Eds.), Advances in Personal Relationship. Vol.5: Attachment process in adulthood (pp. 53-90). Pennsylvania: Jessica Kingsley Publishers.
Cornwall, A., & Bawden, H. N. (1992). Reading disabilities and aggression: A critical review. Journal of Learning Disabilities, 25(5), 281-288.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101.
Crick, N. R., & Werner, N. E. (1998). Response decision processes in relational and overt aggression. Child Development, 69(6), 1630-1639.
Crittenden, P. M., & Ainsworth, M. D. S. (1989). Child maltreatment and attachment theory. In D. Cicchetti & V. Carlson (Eds.), Child maltreatment: Theory and research on the cause and consequences of child abuse and neglect (pp. 432-463). Cambridge, England: Cambridge University Press.


Crozier, J. C., Dodge, K. A., Fontaine, R. G., Lansford, J. E., Bates, J. E., Pettit, G. S., & Levenson, R. W. (2008). Social information processing and cardiac predictors of adolescent antisocial behavior. Journal of Abnormal Psychology, 117(2), 253-267.
DeKlyen, M., Speltz, M. L., & Greenberg, M. T. (1998). Fathering and early onset conduct problems: Positive and negative parenting, father-son attachment, and the marital context. Clinical Child and Family Psychology Review, 1(1), 3-21.
Delveaux, K. D., & Daniels, T. (2000). Children's social cognition: Physically and relationally aggressive strategies and children's goals in peer conflict situations. Merrill-Palmer Quarterly, 46(4), 672-692.
Demorest, A. P. (1992). The role of social cognition in children's social maladjustment. Social cognition 10(2), 211-233.
DeMulder, E. K., Denham, S., Schmidt, M., & Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years: Links from home to school. Developmental Psychology, 36(2), 274-282.
Dent, G. W., III (2005). Social information processing as an explanation for the relationship between attachment and aggression in early adolescents. Unpublished Ph.D., University of Missouri - Kansas City, United States -- Missouri.
Dodge, K. A. (1993). Social-cognitive mechanisms in the development of conduct disorder and depression. Annual Review of Psychology, 44, 559-584.
Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39(2), 349-371.
Dodge, K. A., & Price, J. M. (1994). On the relation between social information processing and socially competent behavior in early school-aged children. Child Development, 65(5), 1385-1897.
Dodge, K. A., Laird, R., Lochman, J. E., Zelli, A., & Conduct Problems Prevention Research Group (2002). Multidimensional latent-construct analysis of children's social information processing patterns: Correlations with aggressive behavior problems. Psychological Assessment, 14(1), 60-73.
Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74(2), 374-393.



Dodge, K. A., Pettit, G. S., Bates, J. E., & Valente, E. (1995). Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems. Journal of Abnormal Psychology, 104(4), 632-643.
Doren, B., Bullis, M., & Benz, M. R. (1996). Predicting the arrest status of adolescents with disabilities in transition. The Journal of Special Education, 29(4), 363-380.
Dyson, L. L. (2003). Children with learning disabilities within the family context: A comparison with siblings in global self-concept, academic self-perception, and social competence. Learning Disabilities Research & Practice, 18(1), 1-9.
Erdley, C. A., & Asher, S. R. (1996). Children's social goals and self-efficacy perceptions as influences on their responses to ambiguous provocation. Child Development, 67(4), 1329-1344.
Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W., & Rodkin, P. C. (2008). Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1), 5-14.
Field, A. P. (2009). Discovering statistics using SPSS (and sex and drugs and rock' n' roll) (3rd ed.). London: Sage.
Fontaine, R. G., & Dodge, K. A. (2006). Real-time decision making and aggressive behavior in youth: A heuristic model of response evaluation and decision (RED). Aggressive Behavior, 32(6), 604-624.
Fontaine, R. G., Yang, C., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2008). Testing an individual systems model of response evaluation and decision (RED) and antisocial behavior across adolescence. Child Development, 79(2), 462-475.
Fontaine, R. G., Yang, C., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2009). Development of response evaluation and decision (RED) and antisocial behavior in childhood and adolescence. Developmental Psychology, 45(2), 447-459.
Fuerst, D. R., Fisk, J. L., & Rourke, B. P. (1989). Psychosocial functioning of learning disabled children: Replicability of statistically derived subtypes. Journal of Consulting and Clinical Psychology, 57(2), 275-280.
Fuerst, D. R., Fisk, J. L., & Rourke, B. P. (1990). Psychosocial functioning of learning-disabled children: Relations between WISC Verbal IQ - Performance IQ discrepancies and personality subtypes. Journal of Consulting and Clinical Psychology, 58(5), 657-660.


Gomez, R., & Gomez, A. (2000). Perceived maternal control and support as predictors of hostile-biased attribution of intent and response selection in aggressive boys. Aggressive Behavior, 26(2), 155-168.
Gomez, R., & McLaren, S. (2007). The inter-relations of mother and father attachment, self-esteem and aggression during late adolescence. Aggressive Behavior, 33(2), 160-169.
Gomez, R., Gomez, A., DeMello, L., & Tallent, R. (2001). Perceived maternal control and support: Effects on hostile biased social information processing and aggression among clinic-referred children with high aggression. Journal of Child Psychology and Psychiatry, 42(4), 513-522.
Gouze, K. (1987). Attention and social problem solving as correlates of aggression in preschool males. Journal of Abnormal Child Psychology, 15(2), 181-197.
Granot, D., & Mayseless, O. (2001). Attachment security and adjustment to school in middle childhood. International Journal of Behavioral Development, 25(6), 530-541.
Greenham, S. L. (1999). Learning disabilities and psychosocial adjustment: A critical review. Child Neuropsychology, 5(3), 171-196.
Gurevich, L. A. (1996). Insecure attachment and deviant social information processing as mechanisms associated with violent behavior in adolescent offenders. Unpublished Ph.D., University of Virginia, United States -- Virginia.
Hair, J., F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate Data Analysis (7th ed.). New York: Prentice Hall.
Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston: Pearson Education, Inc.
Haskett, M. E., & Willoughby, M. (2007). Paths to child social adjustment: Parenting quality and children's processing of social information. Child: Care, Health and Development, 33(1), 67-77.
Hazan, C., & Shaver, P. R. (1994). Attachment as an organizational framework for research on close relationships. Psychological Inquiry, 5(1), 1-22.
Heidgerken, A. D., Hughes, J. N., Cavell, T. A., & Willson, V. L. (2004). Direct and indirect effects of parenting and children's goals on child aggression. Journal of Clinical Child and Adolescent Psychology, 33(4), 684-693.
Hinde, R. A. (1982). Attachment: some conceptual and biological issues. In C. M. Parkes & J. Stevenson-Hinde (Eds.), The place of attachment in human behavior. New York: Basic Books

Hughes, M. M., Blom, M., Rohner, R. P., & Britner, P. A. (2005). Bridging parental acceptance-rejection theory and attachment theory in the preschool strange situation. Ethos, 33(3), 378-401.
Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth (8th ed.). Upper Saddle River, NJ: Prentice Hall.
Kavale, K. A., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29(3), 226-237.
Kenny, M. E. (1987). The extent and function of parental attachment among first-year college students Journal of Youth and Adolescence, 16(1), 17-29.
Kerns, K. A., Tomich, P. L., & Kim, P. (2006). Normative trends in children's perceptions of availability and utilization of attachment figures in middle childhood. Social Development, 15(1), 1-22.
Kline, R. B. (2005). Principle and Practice of Structural Equation Modeling (2nd ed.). New York: Gulidford.
Kobak, R. R., & Sceery, A. (1988). Attachment in late adolescence: Working models, affect regulation, and representations of self and others. Child Development, 59(1), 135-146.
Kravetz, S., Faust, M., Lipshitz, S., & Shalhav, S. (1999). LD, interpersonal understanding, and social behavior in the classroom. Journal of Learning Disabilities, 32(3), 248-255.
Lansford, J. E., Malone, P. S., Dodge, K. A., Crozier, J. C., Pettit, G. S., & Bates, J. E. (2006). A 12-year prospective study of patterns of social information processing problems and externalizing behaviors. Journal of Abnormal Child Psychology, 34(5), 715-724.
Larson, K. A. (1988). A research review and alternative hypothesis explaining the link between learning disability and delinquency. Journal of Learning Disabilities, 21(6), 357-369.
Lazarus, R. S. (1976). Patterns of adjustment (3rd ed.). New York: McGram-Hill.
Leech, N., Barrett, K., & Morgan, G. (2007). SPSS for intermediate statistics: Use and interpretation (3rd ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Lemerise, E. A., & Arsenio, W. F. (2000). An Integrated Model of Emotion Processes and Cognition in Social Information Processing. Child Development, 71(1), 107.
Lerner, J. (2006). Learning disabilities: Theories, diagnosis, and teaching strategies. N.Y.: Houghton Mifflin Company.


Mallinckrodt, B., Abraham, W. T., Wei, M., & Russell, D. W. (2006). Advances in testing the statistical significance of mediation effects. Journal of Counseling Psychology, 53(3), 372-378.
Malmgren, K., Abbot, R. D., & Hawkins, J. D. (1999). LD and delinquency: Rethinking the 'link'. Journal of Learning Disabilities, 32(3), 194-200.
Martínez, R. S., & Semrud-Clikeman, M. (2004). Emotional adjustment and school functioning of young adolescents with multiple versus single learning disabilities. Journal of Learning Disabilities, 37(5), 411-420.
Mayeux, L., & Cillessen, A. H. N. (2003). Development of social problem solving in early childhood: Stability, change, and associations with social competence. Journal of Genetic Psychology, 164(2), 153-173.
McElhaney, K. B., Immele, A., Smith, F. D., & Allen, J. P. (2006). Attachment organization as a moderator of the link between friendship quality and adolescent delinquency. Attachment & Human Development, 8(1), 33-46.
McNamara, J. K., Willoughby, T., & Chalmers, H. (2005). Psychosocial status of adolescents with learning disabilities with and without comorbid attention deficit hyperactivity disorder. Learning Disabilities Research & Practice, 20(4), 234-244.
McNamara, J., Vervaeke, S.-L., & Willoughby, T. (2008). Learning disabilities and risk-taking behavior in adolescents: A comparison of those with and without comorbid attention-deficit/hyperactivity disorder. Journal of Learning Disabilities, 41(6), 561-574.
Meadan, H., & Halle, J. W. (2004). Social perceptions of students with learning disabilities who differ in social status. Learning Disabilities Research & Practice, 19(2), 71-82.
Meyer, B., Pilkonis, P., & Beevers, C. (2004). What's in a (neutral) face? Personality disorders, attachment styles, and the appraisal of ambiguous social cues. Journal of Personality Disorders, 18(4), 320-336.
Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100(4), 674-701.
Morrison, G. M., & Cosden, M. A. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, 43-60.
Most, T., & Greenbank, A. (2000). Auditory, visual, and auditory-visual perception of emotions by adolescents with and without learning disabilities, and their relationship to social skills. Learning Disabilities Research & Practice, 15(4), 171-178.

Multisite Violence Prevention Project (2004). Description of measures: Cohort-wide student survey. Available from the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Atlanta, GA. (Unpublished).
Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38(1), 25-41.
Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39(4), 220-233.
Nas, C. N., Orobio De Castro, B., & Koops, W. (2005). Social information processing in delinquent adolescents. Psychology, Crime & Law, 11(4), 363-375.
Nelson, D., A. , & Coyne, S., M. (2009). Children's intent attributions and feelings of distress: Associations with maternal and paternal parenting practices. Journal of Abnormal Child Psychology, 37(2), 223-237.
Orobio de Castro, B., Merk, W., Koops, W., Veerman, J. W., & Bosch, J. D. (2005). Emotions in Social Information Processing and Their Relations With Reactive and Proactive Aggression in Referred Aggressive Boys. Journal of Clinical Child and Adolescent Psychology, 34(1), 105-116.
Orobio de Castro, B., Veerman, J. W., Koops, W., Bosch, J. D., & Monshouwer, H. J. (2002). Hostile attribution of intent and aggressive behavior: A meta-analysis. Child Development, 73(3), 916-934.
Orpinas, P., Home, A. M., & Staniszewski, D. (2003). School bullying: Changing the problem by changing the school. School Psychology Review, 32(3), 431-444.
Palmer, E. J., & Hollin, C. R. (1997). The influence of perceptions of own parenting on sociomoral reasoning, attributions for criminal behaviour, and self-reported delinquency. Personality and Individual Differences, 23(2), 193-197.
Pauli-Pott, U., Haverkock, A., Pott, W., & Beckmann, D. (2007). Negative emotionality, attachment quality, and behavior problems in early childhood. Infant Mental Health Journal, 28(1), 39-53.
Petti, V. L., Voelker, S. L., Shore, D. L., & Hayman-Abello, S. E. (2003). Perception of nonverbal emotion cues by children with nonverbal learning disabilities. Journal of Developmental and Physical Disabilities, 15(1), 23-36.
Price, J. M., & Landsverk, J. (1998). Social information-processing patterns as predictors of social adaptation and behavior problems among maltreated children in foster care. Child Abuse & Neglect, 22(9), 845-858.


Quiggle, N. L., Garber, J., Panak, W. F., & Dodge, K. A. (1992). Social information processing in aggressive and depressed children. Child Development, 63(6), 1305-1320.
Quinn, M., Rutherford, R., Leone, P., Osher, D., & Poirier, J. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71(3), 339-346.
Rah, Y., & Parke, R. D. (2008). Pathways between parent-child interactions and peer acceptance: The role of children's social information processing. Social Development, 17(2), 341-357.
Ridenour, T., A., Greenberg, M. T., & Cook, E. T. (2006). Structure and validity of people in my life: A self-report measure of attachment in late childhood. Journal of Youth and Adolescence, 35(6), 1037-1053.
Rohner, R. P. (2005). Handbook for the study of parental acceptance and rejection (4th ed.). University of Connecticut: Center for the Study of Parental Acceptance and Rejection, in Storrs, CT.
Rosenstein, D. S., & Horowitz, H. A. (1996). Adolescent attachment and psychopathology. Journal of Consulting and Clinical Psychology, 64(2), 244-253.
Roth, P. L., Switzer, F. S., III, & Switzer, D. M. (1999). Missing data in multiple item scales: A Monte Carlo analysis of missing data techniques. Organizational Research Methods, 2(3), 211-232.
Rourke, B. P. (1995). Syndrome of Nonverbal Learning Disabilities: Neurodevelopmental Manifestations. New York: Guilford Press.
Rourke, B. P., & Fuerst, D. E. (1996). Psychosocial dimensions of learning disability subtypes. Assessment, 3(3), 277-290.
Runions, K. C., & Keating, D. P. (2007). Young children's social information processing: Family antecedents and behavioral correlates. Developmental Psychology, 43(4), 838-849.
Sabornie, E. J., Cullinan, D., Osborne, S. S., & Brock, L. B. (2005). Intellectual, academic, and behavioral functioning of students with high-Incidence disabilities: A cross-categorical meta-analysis. Exceptional Children, 72(1), 47-63.
Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing characteristics of high-incidence disability groups: A descriptive review. Remedial and Special Education, 27(2), 95-104.
Saltaris, C. (2002). Psychopathy in juvenile offenders: Can temperament and attachment be considered as robust developmental precursors? Clinical Psychology Review, 22(5), 729-752.
Schultz, D., & Shaw, D. S. (2003). Boys' maladaptive social information processing, family emotional climate, and pathways to early conduct problems. Social Development, 12(3), 440-460.
Schumacker, R., & Lomax, R. (2004). A beginner's guide to structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Sharma, G. (2004). A comparative study of the personality characteristics of primary-school students with learning disabilities and their nonlearning disabled peers. Learning Disability Quarterly, 27(3), 127-144.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422-445.
Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. In S. Leinhardt (Ed.), Sociological methodology (pp. 290-312). Washington, DC: American Sociological Association.
Sroufe, L. A., & Waters, E. (1977). Attachment as an organizational construct. Child Development, 48(4), 1184-1199.
Sternberg, R. J. (2008). Cognitive Psychology (5th ed.). Belmont, CA: Thomson/ Wadsworth.
Tabachnick, B. G., & Fidell, L. (2007). Using multivariate statistics (5th ed.). Boston: Allyn & Bacon.
Talbot, J., & Riley, C. (2007). No one knows: Offenders with learning difficulties and learning disabilities. British Journal of Learning Disabilities, 35(3), 154-161.
Thornberry, T. P., Krohn, M. D., Lizotte, A. J., Smith, C. A., & Tobin, K. (2003). Gangs and delinquency in developmental perspective. New York: Cambridge University Press.
Toma-Harrold, M. L. (2000). Attachment security and peer acceptance as predictors of internal working models in middle childhood. Unpublished Ph.D., Michigan State University, United States -- Michigan.
Tur-Kaspa, H. (2002a). Social cognition in LD. In B. Y. L. Wong & M. L. Donahue (Eds.), The social dimensions of LD (pp. 11-32). Mahwah, NJ: Lawrence Erlbaum.
Tur-Kaspa, H. (2002b). The socioemotional adjustment of adolescents with LD in the kibbutz during high school transition periods. Journal of Learning Disabilities, 35(1), 87-96.
Tur-Kaspa, H. (2004). Social-information-processing skills of kindergarten children with developmental learning disabilities. Learning Disabilities Research and Practice, 19(1), 3-11.

Tur-Kaspa, H., & Bryan, T. H. (1994). Social information: Processing skills of students with learning disabilities. Learning Disability Research and Practice, 9, 12-23.
Waters, E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L. (2000). Attachment security in infancy and early adulthood: A twenty-year longitudinal study. Child Development, 71(3), 684-689.
Weiss, B., Dodge, K. A., Bates, J. E., & Pettit, G. S. (1992). Some consequences of early harsh discipline: Child aggression and a maladaptive social information processing style. Child Development, 63(6), 1321-1335.
Weiss, R. S. (1982). Attachment in adult life. In C. M. Parkes & J. Stevenson-Hinde (Eds.), The Place of Attachment in Human Behavior. New York: Basic Books.
West, J. C. (2001). Adolescent-parent relationship representations, social information processing, and relational and non-relational forms of aggression. Unpublished Ph.D., University of Denver, United States -- Colorado.
Wiener, J. (2004). Do peer relationships foster behavioral adjustment in children with learning disabilities? Learning Disability Quarterly, 27, 21-30.
Williams, J., & MacKinnon, D. P. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling, 15(1), 23-51.
Wong, B. Y. L. (2003). General and specific issues for researchers' consideration in applying the risk and resilience framework to the social domain of learning disabilities. Learning Disabilities Research & Practice, 18(2), 68-76.
Zabel, R. H., & Nigra, F. A. (1999). Juvenile offenders with behavioral disorders, learning disabilities, and no disabilities: Self-reports of personal, family, and school characteristics. Behavioral Disorders, 25, 22-40.
Zelli, A., Dodge, K. A., Lochman, J. E., Laird, R. D., & Conduct Problems Prevention Research Group (1999). The distinction between beliefs legitimizing aggression and deviant processing of social cues: Testing measurement validity and the hypothesis that biased processing mediates the effects of beliefs on aggression. Journal of Personality and Social Psychology, 77(1), 150-166.
Ziv, Y., Oppenheim, D., & Sagi-Schwartz, A. (2004). Social information processing in middle childhood: Relations to infant-mother attachment. Attachment & Human Development, 6(3), 327-348.