Academic, social, and general self-concepts of behavioral subgroups of learning disabled children.

Abstract

This study assessed perceived competence in 60 children, aged 8 to 13 years, who were classified into 4 carefully matched groups: (a) non-learning-disabled (non-LD), non-behavior-disordered, (b) LD, non-behavior-disordered, (c) LD with externalizing symptoms, and (d) LD with externalizing and internalizing symptoms. Results indicated that the scores of the non-behavior-disordered groups were higher than those of the behavior-disordered groups in cognitive, social, and general self-concept. The scores of the non-LD group did not differ from those of the non-behavior-disordered LD group. Correlation and regression analyses demonstrated that cognitive and social self-concept are at least as strongly related to behavioral factors as they are to achievement level. Implications for education and future research are discussed.

Is dyslexia necessarily associated with negative feelings of self‐worth? A review and implications for future research

“…Moreover, Zeleke's (2004) metaanalytic review found that 70% of 30 reported studies found no significant differences between the social self-concepts of children with learning disabilities and their normally achieving peers, with 20% finding the LD group less socially well adjusted and the remainder finding them socially more adept. Further light is thrown on these confusing messages by the work of Durrant et al (1990), who examined the social and emotional outcomes for different LD subgroups and found that children with comorbid behaviour disorders showed signs of comparatively poor social self-concepts, whereas those without such associated difficulties did not. The important point to be made here is that we cannot assume that all samples of children or adults with dyslexia or learning disabilities share the same characteristics, apart from their specific difficulties.…”

Filial therapy with parents of children experiencing learning difficulties.

“…Children with learning difficulties face frustration not only in learning but also in relationships (Durrant, Cunningham & Voelker, 1990). Filial therapy has been found to promote a more positive and secure relationship between parents and children (B.…”

Effects of therapeutic intervention on self-concepts of children with learning disabilities

“…In addition to the feedback from adults, childrens' self-assessments of competency are increased when they are made aware of succeeding at a task (Stipek & MacIver, 1989). The treatment program enabled the children to succeed academically and socially which, in addition to positive feedback, leads to increased self-competency assessments (Durrant, Cunningham & Voelker, 1990). Another element of the therapeutic intervention that increases self-concept is the frequent positive evaluation of the subject in public (Tice, 1992).…”

“…Durrant, Cunningham, & Voelker, 1990;Garg, 1992;Marsh & Craven, 1991;Skaalvik, 1990). Academic self-concept has been found to have a positive correlation with academic achievement and other academic behaviors (Garg, 1992;Marsh, 1990).…”

“…Children with learning disabilities have shown lower self-concepts than non-LD counterparts (Zigler & Finn-Stevenson, 1993). Those children with learning disabilities who also exhibit behavior disorders in a classroom have been found to have still lower self-concepts (Durrant, Cunningham, & Voelker, 1990). However, self-concept does not become low as a result of being diagnosed as LD and separated due to this distinction (Vaughn, Haager, Hogan, & Kouzekanan, 1992).…”