Mediating role of self-concept on character strengths and well-being among adolescents with specific learning disorder in India.

BACKGROUND: Adolescents with Specific Learning Disorder (SLD) are at higher risk of academic underachievement, stigmatization, and mental health issues. However, the complete elimination of disorder-related deficits and external challenges is an impracticable solution for enhancing their well-being. AIM: The study adopts a strength-based approach to understand the role of an innate factor, i.e., self-concept, in the association between character strengths and well-being of adolescents with SLD. METHODS: A correlational research design following a mediation analysis was adopted to examine the association between the study variables on a sample of 115 adolescents with SLD from India. RESULTS: Self-concept functioned as a partial mediator between the life-satisfaction construct of well-being and six character strengths: Appreciation of beauty and excellence, Perseverance, Judgment, Leadership, Perspective, and Zest. Gender differences were identified with regard to the study variables. CONCLUSIONS AND IMPLICATIONS: Self-concept of adolescents with SLD could partly contribute to enhanced character strengths awareness to protect well-being. Further, the crucial role of internal factors like self-concept and character strengths in improving the well-being of this population was highlighted. Thereby encouraging future research on SLD to adopt approaches that focus on innate strengths rather than deficits and external sources of well-being.

The role of classroom engagement on academic grit, intolerance to uncertainty and well-being among school students during the second wave of the COVID-19 pandemic in India.

The forced changes and disruptions in educational systems and learning experiences due to the pandemic has impacted students' mental health and well-being. The present study aims to understand the effects of the determinants of well-being on students in India during the second wave (April to August 2021) of the COVID-19 pandemic. The determinants of well-being in this study are academic grit, intolerance to uncertainty and students' engagement in an online learning environment. In this study, well-being is characterized as students' confidence and satisfaction in an online learning and pandemic environment. The data collected from 1174 students (12-19 years) from various states, using standardized tools, were analyzed to find out about the mediating effect of students' engagement on the relationship between academic grit and well-being, and between intolerance to uncertainty and well-being. Further, the model fit analysis of the determinants of well-being is explored. The paper reports that students' classroom engagement does mediate in the path of academic grit and well-being, and in the path of intolerance to uncertainty and well-being. It also evidence the model fit of the influence of the determinants of well-being on that of school students during the second wave of the COVID-19 pandemic. The study also draws implications and suggestions for educators using the current model of students' well-being.