Correlates of Self-Concept among Variant Children

Abstract

48 children who were educably mentally handicapped, learning disabled, achievers, and academically gifted took the Piers-Harris self-concept scale. Differences between groups on the 6 factors of the scale were examined. Achievers and gifted students had higher and more positive responses to self-concept statements about school ability and achievement than the other two groups.

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 Children with Learning Disabilities

“…Reseachers who have investigated the effects of LD class placement on academic, cognitive, or intellectual self-concepts have shown that children with LD usually report lower academic-related selfconcepts than both nondisabled and gifted children (Chapman & Boersma, 1986;Chovan & Morrison, 1984;Grolnick & Ryan, 1990;Prout et al, 1992). Chapman (1988) demonstrated that children with learning difficulties who had not been diagnosed as LD also reported low academic self-concepts, supporting the relationship between learning problems (not just the LD diagnosis) and lower academic selfevaluations.…”

“…Chapman (1988) demonstrated that children with learning difficulties who had not been diagnosed as LD also reported low academic self-concepts, supporting the relationship between learning problems (not just the LD diagnosis) and lower academic selfevaluations. On the other hand, in nonacademic self-concept domains, such as social, physical, affect, and home/family, children with LD typically do not differ from nondisabled and gifted children in their self-reports (Chovan & Morrison, 1984;McCallum, 1991;Winne, Woodlands, & Wong, 1982). These findings suggest that the self-concepts of students with LD are affected by the segregation status of their class and the self-concepts domain assessed, but that these children do not generalize their low academic self-concepts to other self-concept domains.…”

Poczucie własnej skuteczności a stanowienie o sobie uczniów z dysleksją

“…Problemy mogą dotyczyć płaszczyzny indywidualnej oraz społecznej. Osoby z dysleksją mają najczęściej niską i nieadekwatną samoocenę (Chovan, Morrison 1984;Boetsch i in. 1996).…”