在倡导教育公平的今天，学习困难作为一类较新的特殊群体，受到越来越多研究者的关注。目前相关研究视角主要集中在此群体面临的社会性问题，其中孤独感体验问题越来越受到普遍重视。对于进入青春期的初中生来说，更容易产生孤独感体验。本研究以初中学习困难学生为研究对象，主要研究内容是探究初中学习困难学生孤独感的特点及其与友谊质量、人格特质变量间的相互关系，为其更好的干预和教育提供建议。研究主要采用问卷法，选取聊城市四所普通中学七到九年级的初中生作为被试进行调查，共回收有效问卷432份，初中学习困难学生与正常学生各216份。对所得数据进行分析，得到如下主要结论：1.初中学习困难学生与正常学生在孤独感、友谊质量、人格特质三方面都分别存在一定差异。在孤独感上，两者差异显著，前者有更深的孤独感体验，且高孤独感的比例为21％。在友谊质量上，两者除在亲密袒露与交流维度差异不显著外，其余各维度都存在显著差异，前者总体友谊质量显著差于后者。在人格特质中，前者情绪性维度得分显著高于后者，其余维度得分显著低于后者。2.初中学习困难学生孤独感的性别、年级主效应及性别、年级的交互作用都显著。女生孤独感体验强于男生。孤独感年级差异：九年级强度大于七年级，七年级强度大于八年级。简单效应分析发现：孤独感的性别差异尤其在九年级更为明显，女生孤独感体验显著高于男生，且女生孤独感体验年级间差异更显著。3.初中学习困难学生友谊质量的年级差异不显著，性别差异显著，男生总体友谊质量高于女生，而在冲突与背叛维度得分低于女生。该群体人格特质中的开放性维度年级、性别主效应显著，外向性、情绪性、谨慎性维度性别主效应显著，开放性和外向性维度男生得分高于女生，情绪性、谨慎性维度女生得分高于男生。分别与正常中等范围常模比较发现：女生情绪性均分高于常模，男生谨慎性均分低于常模，女生谨慎性均分接近常模高分阈限值，男女生宜人性均分分别稍低于常模。4.相关及回归分析表明：初中学习困难学生友谊质量中除冲突与背叛维度正向预测孤独感，其余各维度与总体友谊质量均负向预测孤独感。人格特质维度中的外向性维度负向预测孤独感，情绪性、谨慎性维度正向预测孤独感。中介效应检验发现：友谊质量在外向性、情绪性与孤独感间起部分中介作用,而在谨慎性与孤独感间起完全中介作用。

Learning disabilities group is a special heterogeneous group. The research on it has attracted more and more attention in the field of special education .The current social problems for this group such as loneliness gradually attracted more researchers .Adolescence that entered the "puberty" is a critical period of physical and mental development .Students of junior high school are more prone to lonely .In this study, choose junior high school students with learning disabilities as the research objects .The research main content is the characteristics of loneliness of junior middle school students with learning disabilities and the relationship of friendship quality, personality trait, loneliness .Through understanding of the relationship among three variables, provide better recommendations for education and intervention.Research mainly use the method of questionnaires .The survey choose junior high school students in seven to nine grade of four ordinary school in Liao Cheng City as subjects .Collect 432 valid questionnaires, including an equal number of junior high school students with learning disabilities without learning disabilities .By analyzing the data, the main conclusions are as follows:1. Junior High School Students with and without learning disabilities show differences in three aspects: the sense of loneliness, friendship quality, personality traits . In the sense of loneliness and its dimensions, the former scored significantly higher than the latter ,that showing their deeper sense of loneliness .From data we see learning disabilities group high loneliness scale is 21%. The former friendship quality was significantly lower than the latter which is not a significant difference in intimate and communicative dimension. While others dimensions are obvious differences .There are significant differences in dimensions of personality traits. The former’s scores on emotional dimension are significantly higher than the latter .While the remaining dimensions scores are lower than the latter .2.Characteristics of loneliness of Junior high school students with Learning Disabilities: the interaction of gender and grade are significant .The main effect of grade and gender on loneliness are significant .Loneliness of girls stronger experience than boys .Loneliness on grade differences show that nine grad experience greatest and seven grade experience greater than grade eight .Simple effect analysis showed that :gender differences of loneliness in grades nine was more obvious ;girls scored significantly higher than males ;grade differences on loneliness females is more obvious.3.Friendship quality’s characteristics of Junior High School with Learning Disabilities :Gr-ade shows no significant differences ;Gender difference is significant and boys score hig-her than girls on friendship quality dimension ,while in the conflict and betrayal dimensi-on score lower than girls .Personality’s characteristics of Junior middle school students with Learning Disabilities :The main effect of gender and grade on dimension of openne-ss is remarkable .The main effect of gender on extraversion, emotional, cautious dimensi-ons is significant .On openness and extraversion dimension boys score higher than girls .On emotional and prudent dimensions girls score higher than boys. On emotional Girls’ score is higher than the normal range .Boys’ scores on caution dimension are below th-an normal range .Girls’ scores are similar to prudent threshold limit value of normal ran-ge .Boys and girls scores on agreeableness are lower than medium range norm.4.There are obvious correlations among loneliness ,friendship quality, personality trai-ts of students with learning disabilities. Regression analysis showed that :Overall friendsh-ip quality negatively predict loneliness, while conflict and betrayal positively predict lone-liness .Extraversion dimension negatively predict loneliness .Emotional , cautious dimensi-on positively predict loneliness .Mediation effect test shows that: the friendship quality plays a partial mediating role between extraversion and loneliness .Friendship quality pla-ys a partial mediating role between emotional and loneliness and plays a full mediator role between caution and loneliness.