The Impact of Friends’ Social Support on Depression of Young Adults with Visual Impairments-Reference-Cited by-同舟云学术

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The Impact of Friends’ Social Support on Depression of Young Adults with Visual Impairments

Published:2019-06-02 Issue:5 Volume:67 Page:484-496
ISSN:1034-912X
Container-title:International Journal of Disability, Development and Education
language:en
Short-container-title:International Journal of Disability, Development and Education

Author:

Papadopoulos Konstantinos¹,Papakonstantinou Doxa¹

Affiliation:

1. Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education,Health(social science)

Link

https://www.tandfonline.com/doi/pdf/10.1080/1034912X.2019.1620922

Reference75 articles.

1. Relation between depression and sociodemographic factors

2. Ethnicity and nativity status as determinants of perceived social support: Testing the concept of familism

3. An Inventory for Measuring Depression

4. Chronic diseases and depression: the modifying role of psychosocial resources

5. Does a higher educational level protect against anxiety and depression? The HUNT study

Cited by 7 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Friends’ Perspective: Young Adults’ Reaction to Disclosure of Chronic Illness;Journal of Clinical Psychology in Medical Settings;2023-05-17

2. Enhancing social connectedness: How adults with vision impairment perceive and use social media in Nigeria;New Media & Society;2023-02-01

3. Linking perceived social support to self-esteem and social integration among adolescents with visual impairment: A cross-lagged study;Frontiers in Psychology;2023-01-09

4. University Processes of Students with Visual Impairments Taking Distance Education;Open Learning: The Journal of Open, Distance and e-Learning;2022-10-10

5. Experiences of students with visual impairments in higher education: barriers and facilitators;British Journal of Special Education;2021-05-09

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