The Transformation Process in Joyce's Ulysses

Gose, Elliott B.

doi:10.3138/9781487595999

Cited by 21 publications

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“…Psychologists and educators have hypothesized that the development of a sound academic self-concept is an important variable in learning (Gose, Wooden, & Muller, 1980;Yauman, 1980). The academic self-concept reflects how the child views his or her own learning abilities in relation to other classmates.…”

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Academic self-concept and teachers' perceptions of normal, mentally retarded, and learning disabled elementary students

Carroll

Friedrich

Hund³

1984

Psychol. Schs.

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The self-concepts of educable mentally impaired, learning disabled, and nonhandicapped children were assessed using the Student Self-Evaluation (SSE), Teacher Evaluation Scale (TES), and How I See Myself (HISM) test. A Groups X Age X Sex analysis of covariance, with 1Q effects statistically controlled, was computed for each measure. On the SSE, the groups were significantly different, with nonhandicapped students having better self-concepts than learning disabled students, and learning disabled students having better self-concepts than educable mentally impaired students. Teacher estimates of self-concept (TES) indicated that nonhandicapped students have better self-concepts than have handicapped students. For the HISM scores, there was a Group X Sex interaction, but no significant main effects; there was no consistent pattern to the interactions. The results suggest that handicapped children, as a group, have a lower self-concept than have nonhandicapped children. Implications for educational programming and future research are offered.

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confidence: 99%