{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:30:14Z","timestamp":1777894214208,"version":"3.51.4"},"reference-count":36,"publisher":"SAGE Publications","issue":"9","license":[{"start":{"date-parts":[[1993,11,1]],"date-time":"1993-11-01T00:00:00Z","timestamp":752112000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1993,11]]},"abstract":"<jats:p>The subjective experiences of adolescents with learning disabilities (LD) were compared to those of their low-achieving and normally achieving peers. Three groups of juniors and seniors from one suburban high school district, 18 students with learning disabilities (15 males, 3 females), 17 low-achieving students (12 males, 5 females), and 20 average-achieving students (12 males, 8 females), were given electronic pagers and booklets for 1 week. They were signaled every 40 minutes during school hours, and every 2 hours after school. As soon as possible after receiving a signal, they responded to questions in their booklets. The questions provided subjective measures on levels of affect, activation, cognitive efficiency, self-esteem, motivation, and feedback from others. The students with learning disabilities reported feeling more positive and active than either of the other groups during school hours, while after school there were no differences on any of the subjective measures for the three groups. Specific LD school practices are highlighted for their probable impact on the heightened affect and activation of the students with learning disabilities.<\/jats:p>","DOI":"10.1177\/002221949302600912","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"617-629","source":"Crossref","is-referenced-by-count":9,"title":["Adolescents with Learning Disabilities"],"prefix":"10.1177","volume":"26","author":[{"given":"Jean C.","family":"McPhail","sequence":"first","affiliation":[{"name":"Jean C. McPhail is an assistant professor in educational studies at the University of Michigan. She received her PhD in the field of communication sciences and disorders-learning disabilities from Northwestern University in 1991. She currently teaches courses in the theory and practice of learning disabilities. Her current research focuses on methodological issues for the purpose of increasing the meaningfulness of research with individuals with learning problems, and on issues pertaining to the..."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1993,11,1]]},"reference":[{"key":"atypb1","volume-title":"An epidemiological study of learning disabled and low-achieving adolescents in secondary schools: Behavioral and emotional status from the perspective of parents and teachers","author":"Alley, G. 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