The Self-Perception of a Learning Disability and Its Relationship to Academic Self-Concept and Self-Esteem

Heyman, Wendy B.

doi:10.1177/002221949002300804

Cited by 59 publications

(62 citation statements)

References 25 publications

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“…Our study shows that insights into the coping strategies of students can clarify the relationships between recurrent academic failure, self-esteem, and persistence that have been described in earlier studies (Durrant, 1993;Heyman, 1990;Klassen, 2002;La Greca & Stone, 1990;Linnenberg & Pintrich, 2002;Martin, Marsh, Williamson, & Debus, 2003;Renick & Harter, 1989;Settle & Milich, 1999). Enhancing students' self-esteem can provide a strong stimulus to persist and to overcome their academic problems.…”

Section: Educational Consequencessupporting

confidence: 67%

“…Moreover, it is extremely difficult for schoolchildren to discount the importance of academic domains that are highly valued by their parents, teachers, and peers. Schoolchildren need the support of their parents and teachers if they are to continue believing in their own academic self-efficacy in the face of recurrent failure (Heyman, 1990). Cooley's looking-glass-self-model is relevant in this respect (Cooley, 1902).…”

Section: Introductionmentioning

confidence: 99%

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Coping with academic failure, a study of Dutch children with dyslexia

Singer

2007

Dyslexia

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This paper reports the results of a study of strategies that Dutch children with dyslexia employ to cope with recurrent academic failure. All of the students in the study had developed strategies for protecting their self-esteem. Using Harter's theory of coping with discrepancies between performance and standards, we distinguish four strategies: (1) working hard and committing to standards, (2) lowering standards, (3) seeking support from significant others (i.e. parents and teachers), and (4) avoiding comparisons with significant others (i.e. peers). Although self-talk emerged as an important component of all four strategies, it was employed both adaptively (e.g. to preserve the students' belief in their own academic capacities) and maladaptively (e.g. to devalue the importance of learning). The students relied most strongly on support from their parents; teachers and peers were more likely to be seen as threats to self-esteem. Strategies of teachers and parents to encourage adaptive coping with recurrent academic failure are confirming the student's self-worth, explaining dyslexia, showing faith in the student's capacities, fostering adaptive self-talk, providing educational treatment, and preventing teasing and bullying. Besides that, teachers and parents should cooperate.

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Section: Educational Consequencessupporting

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Coping with academic failure, a study of Dutch children with dyslexia

Singer

2007

Dyslexia

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“…A full understanding of their reading difficulties may enable individuals to set realistic goals and thereby experience success rather than failure. It is not only the child's understanding that may promote a more positive self-concept (Budren & Burdett, 2005;Heyman, 1990;Rothman & Coden, 1995), supportive family and peer relations may also play an important role. Children who perceive greater parental understanding (Morvitz & Motta, 1992), or who perceive greater social support from parents, teachers and peers (Kloomok & Cosden, 1994) have a more positive self-concept.…”

Section: The Contribution Of Understanding and Social Supportmentioning

confidence: 99%

“…Informed by our focus group findings (Minnis et al, 2004) and the extant literature (Heyman, 1990), questionnaires for parents (P-UPIDS) and children (C-UPIDS) were developed to assess parental and child attitudes, understanding and perceived impact of dyslexia on daily life (see Appendices A and B). Areas Behaviour Problems, Self-esteem and Dyslexia tapped included the perceived impact of reading difficulties on behaviour and emotional well-being; family and peer relations and understanding of the nature of reading difficulties.…”

Section: Understanding and Perceived Impact Of Dyslexia Scale (Upids)mentioning

confidence: 99%

Dyslexia and psycho‐social functioning: an exploratory study of the role of self‐esteem and understanding

2009

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Individuals with dyslexia may have lower self-esteem and exhibit more emotional and behavioural difficulties than those without reading problems. However, the nature of any relationship between self-esteem and psychopathology remains unknown. This exploratory study assessed levels of self-esteem using the Self-Perception Profile for Children (Manual for the Self-Perception Profile for Children. University of Denver, CO: Denver; 1985) and psycho-social adjustment using the Strengths and Difficulties Questionnaire (J. Child Psychol. Psychiatry, 1997; 38: 581-586) and examined child and parent understanding, attitudes and the perceived impact of reading difficulties on daily life. Sixty-eight children assessed as dyslexic on the basis of discrepancy scores (mean age 11.2 years; 44 male), and their parents, participated. No global self-esteem deficit was found, but the mean score for both child and parent-rated scholastic competence was significantly lower than that of the general population. Rates of social, emotional and behavioural difficulties were significantly higher than in the general population and were correlated with self-esteem. For children who had high global self-worth, both children and their parents had more positive attitudes towards their reading difficulties and were less likely to perceive a negative impact on relationships. The association between academic self-esteem and emotional symptoms is consistent with the proposed link between dyslexia and internalizing difficulties. Good self-esteem and a good understanding of dyslexia may help children avoid some of these difficulties. Further research with larger more representative samples is necessary as understanding the factors that promote successful psycho-social adjustment is essential to the development of effective prevention and intervention strategies.

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“…Mit zunehmenden Schuljahren kommt es dann zu Ausdifferenzierungen in weitere schulfachbezogene Bereiche wie Physik, Englisch, Geschichte usw. Die Stabilität des schulischen Selbstkonzepts ist auf der obersten allgemeinen Stufe recht hoch und sinkt mit zunehmender Bereichsspezifität (Hellmich & Günther, 2011 (Hasselhorn, 2005;Helmke, 1998 (Heyman, 1990). Bereits zu Beginn der Schulzeit stellt ein niedriges Selbstkonzept einen guten Prädiktor für schulische Probleme im Leistungs-und sozialen Bereich dar (Cimeli, Röthlisberger, Neuenschwander & Roebers, 2013).…”

Section: Schulisches Selbstkonzeptunclassified