A Longitudinal Study of LD Children's Self-Evaluations

Abstract

Developmental patterns of school-identified learning disabled (LD) and normally achieving (NA) students' responses to the Perceived Competence Scale for Children (PCSC) were investigated in this longitudinal study. Relative to the NA group, LD children were more negative about themselves; however, their self-evaluations did not become more negative over a two-year interval. Analysis of response patterns across PCSC subscales suggested that most of the LD sample was not appropriately characterized by persistent, globally negative self-evaluations. A subgroup of LD children who were very negative about themselves at both test administrations was identified. The characteristics of this subgroup were subsequently examined.

Self‐concepts of students with learning disabilities and their normally achieving peers: a review

“…Like the case for academic self-concept, several studies have revealed no significant difference in social self-concept due to age or grade level (Kistner & Osborne, 1987;Vaughn et al , 1992;Bear et al , 1993;Butler & Marinov-Glassman, 1994;Cosden et al , 1999;Tur-Kaspa, 2002). Here also, however, few studies have found results that were not consistent with the above finding Eshel et al , 1994).…”

“…The authors found no significant difference between the elementary and junior high school students in academic self-concept. Other longitudinal studies (Kistner & Osborne, 1987;Chapman, 1988a;Vaughn et al , 1992;Bear et al , 1993) and crosssectional studies Butler & Marinov-Glassman, 1994;Eshel et al , 1994;Stone & May, 2002) also revealed no significant differences in academic selfconcept due to age or grade level.…”

“…In general, whereas several studies revealed significantly better global self-worth scores for NA students (Kistner & Osborne, 1987;Cooley & Ayres, 1988;Beltempo & Achille, 1990;La Greca & Stone, 1990;Bear et al , 1991;Leondari, 1993;Harter et al , 1998;Tabassam & Grainger, 2002), a number of other studies consistently found no significant differences between the two groups of students (e.g. Ayres et al , 1990;Clever et al , 1992;Halmhuber & Paris, 1993;Bear et al , 1993Bear et al , , 1998Montgomery, 1994;Sabornie, 1994;Smith & Nagle, 1995;Bear & Minke, 1996;Hagborg, 1996Hagborg, , 1999Stone & May, 2002).…”

“…Hagborg ( Leondari ( ( ( Self-concepts of students with LD 155 Unlike academic self-concept for which children with LD consistently reported significantly lower ratings relative to their NA peers, studies that focused on social self-concept revealed largely inconsistent findings. Several studies have found children with LD to have more negative social self-concept than their NA peers (Kistner & Osborne, 1987;La Greca & Stone, 1990;Halmhuber & Paris, 1993;Smith & Nagle, 1995;Harter et al , 1998;Crabtree & Rutland, 2001). In contrast, a number of other studies have revealed no significant differences in social selfconcept between the two groups Cooley & Ayres, 1988;Ayres et al , 1990;Priel & Leshem, 1990;Raviv & Stone, 1991;Bear et al , 1991Bear et al , , 1993Vaughn et al , 1992;Clever et al , 1992;Montgomery, 1994;Hagborg, 1996Hagborg, , 1999Heath & Wiener, 1996;Tabassam & Grainger, 2002;Gans et al , 2003).…”

Learned Helplessness and Psychological Adjustment II: Effects of learning disabilities and low achievement

“…Results from several studies clearly suggest that students with LD have lower self-esteem than their non-disabled peers (see for example Bruininks, 1978;Sera ca & Harway, 1979;Kistner & Osborne, 1987;La Greca & Stone, 1990). Some studies also show that children with LD, in terms of a de cit in speci c subject areas, may generalize from this to have an overall negative academic self-perception (see for example Rogers & Saklofske, 1985).…”