Hitherto the majority of research on anxiety and coping was undertaken on individuals with specific profiles (i.e., individuals with specific difficulties or in cross-cultural settings). However, to our knowledge, no studies have combined cross-cultural and specific difficulty settings to grant a complex analysis of this paradigm nor conducted an investigation of children to reveal the developmental trend in this phenomenon. This study investigates the anxiety profile and coping strategies of children with and without dyslexia from different cultures. A total of 124 children ranging from the age of eight to eleven from Indonesia (n = 64) and Germany (n = 60) were administered a coping and an anxiety scale. Around 50% of the sample were diagnosed with dyslexia and therefore were specifically asked what strategies they implemented in dealing with their difficulties in reading. Findings indicate that dyslexia and cultural factors have distinct contributions in explaining the variance of anxiety and coping strategies. Specifically, dyslexia has a significant effect on separation and generalized anxiety, while an incredible cultural effect is valid for the support-seeking coping strategy. Recommendations for future studies are also discussed.

中文翻译：

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具有不同文化背景的阅读障碍儿童：印度尼西亚和德国的阅读障碍儿童的焦虑和应对策略的调查。

迄今为止，关于焦虑和应对的大多数研究是针对具有特定特征的个人（即具有特定困难或跨文化背景的个人）进行的。然而，据我们所知，没有研究将跨文化和特定的难度设置相结合来对这种范例进行复杂的分析，也没有对儿童进行调查以揭示这种现象的发展趋势。这项研究调查了来自不同文化背景的有或没有阅读障碍儿童的焦虑状况和应对策略。印度尼西亚（n  = 64）和德国（n = 60）被给予应对和焦虑量表。大约50％的样本被诊断出患有阅读障碍，因此被特别询问他们在解决阅读困难时采取了哪些策略。研究结果表明，阅读障碍和文化因素在解释焦虑和应对策略的差异方面具有独特的作用。尤其是，诵读困难症对分离和广泛性焦虑有显着影响，而难以置信的文化影响对于寻求支持的应对策略是有效的。还讨论了对未来研究的建议。