The Effects of Anxiety on Social Competence and Behavioural Adjustment in Preschoolers With Developmental Language Disorder

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dc.contributor.authorKocaman, Orhan
dc.contributor.authorKuru, Tacettin
dc.contributor.authorozsan, Orgul Yildiz
dc.contributor.authorKara, Tayfun
dc.contributor.authorKilic, Umut mert
dc.contributor.authorAvsar, Pinar Aydogan
dc.date.accessioned2026-01-24T12:30:49Z
dc.date.available2026-01-24T12:30:49Z
dc.date.issued2025
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractThis study compared the social competence and emotional-behavioural adjustment of children aged 36-72 months with developmental language disorder (DLD) with those of typically developing peers (TD) and examined the relationship between anxiety disorders and these domains in the DLD group. The sample consisted of 229 children (92 DLD, 137 TD). Data were collected using the Social Competence and Behaviour Evaluation Scale-30 and the Preschool Anxiety Scale. Children with DLD exhibited lower social competence and higher anxiety-withdrawal and anger-aggression scores than their TD peers. In the DLD group, generalized anxiety and specific fears were negatively associated with social competence and positively associated with anxiety-withdrawal and anger-aggression. Social anxiety was negatively associated with social competence and positively associated with anxiety-withdrawal. Separation anxiety was positively associated with anxiety-withdrawal and anger-aggression. Regression analyses showed that social anxiety predicted anxiety-withdrawal, and generalized anxiety predicted anger-aggression. Moderation analysis determined that language development levels moderated the relationship between generalized anxiety and anger-aggression in children with DLD, such that generalized anxiety positively predicted anger-aggression, but this effect became weaker as language development levels increased. Children with DLD exhibit social-emotional and behavioural adjustment difficulties, with which anxiety symptoms are significantly associated. Intervention programs should consider anxiety symptoms when supporting the development of social and behavioural skills in children with DLD.
dc.identifier.doi10.1002/jdn.70065
dc.identifier.issn0736-5748
dc.identifier.issn1873-474X
dc.identifier.issue7
dc.identifier.pmid41218990
dc.identifier.scopus2-s2.0-105021310116
dc.identifier.scopusqualityQ3
dc.identifier.urihttps://doi.org/10.1002/jdn.70065
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5459
dc.identifier.volume85
dc.identifier.wosWOS:001626865900004
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofInternational Journal of Developmental Neuroscience
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260121
dc.subjectaggression
dc.subjectanger
dc.subjectanxiety
dc.subjectdevelopmental language disorder
dc.subjectpreschoolers
dc.subjectsocial competence
dc.subjectwithdrawal
dc.titleThe Effects of Anxiety on Social Competence and Behavioural Adjustment in Preschoolers With Developmental Language Disorder
dc.typeArticle

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