Analysis of the Self-Concepts of Handicapped Students

Abstract

The phenomenal and nonphenomenal self-concepts of 120 handicapped students (emotionally disturbed, educable mentally retarded, learning disabled, speech/language impaired) were compared to those of30 nonhandicapped students. The Piers-Harris Children's Self Concept Scale, a self reporting instrument, was used to assess phenomenal (conscious) attitudes toward the self. The Human Figure Drawing Test, a projective measure, was administered to assess nonphenomenal (unconscious) attitudes regarding the self The results indicated that handicapped students had significantly more negative phenomenal and nonphenomenal self concepts; higher anxiety levels; more negative perceptions of their intellectual abilities, school status, and popularity; and more emotional feelings of insecurity, inadequacy, guilt, impulsivity, and immaturity than nonhandicapped students.

Self‐concept research with school‐aged youth with intellectual disabilities: A systematic review

“…Four studies compared the level of physical appearance self‐concept between youth with intellectual disabilities and TD youth (Table ). These studies focusing on samples of children attending a special school , and adolescents or children‐adolescents (Beck, Roblee, & Hanson, ; Jones, ) attending a special class did not find any significant difference.…”

Self-Esteem Trajectories and Their Social Determinants in Adolescents With Different Levels of Cognitive Ability

“…However, results from these studies have been mostly inconclusive regarding possible differences between youth with L-CA and youth with A/H-CA. Indeed, whereas some studies reported lower self-esteem in adolescents with L-CA compared with their peers with A/H-CA (e.g., Chiu, 1990;Chovan & Morrison, 1984;Jones, 1985), other studies reported higher (e.g., Lemétayer & Kraemer, 2005;Ninot, Bilard, Delignières, & Sokolowski, 2000;Pierrehumbert, Zanone, Kauer-Tchicaloff, & Plancherel, 1988), or equivalent levels (e.g., Beck, Roblee, & Hanson, 1982;Carroll, Friedrich, & Hund, 1984;Huck, Kemp, & Carter, 2010). Methodological differences may partly explain some of these discrepant findings, such as possible differences in the gender and age compositions of samples across and within studies (i.e., whether the studies compared matched samples or convenience samples of youth with L-CA and A/H-CA), or lack of information regarding the psychometric properties of the self-esteem instruments used with adolescents with L-CA (Marsh, Tracey, & Craven, 2006;Nader-Grosbois, 2014;Tracey, Craven, & Marsh, 2015).…”

Self‐concept and adaptive behaviour of people with intellectual disability in integrated and segregated recreation activities

“…The term ‘self‐concept’ accounts for a significant portion of achievement of measured intelligence, socio‐economic status, educational aspirations, and the expectations of family, friends and teachers (Brookover et al 1965; Jones 1985; Fitts 1972). Research on the self‐concept of persons with ID has been mostly connected with school achievement and educational setting, and results show that children with ID have a lower self‐concept than any other group (Jones 1985; Fitts 1996).…”