Effects of institutionalization on the self‐concept and outerdirectedness of adolescents with mental retardation

Bybee, Jane; Ennis, Pamela; Zigler, Edward

doi:10.1080/09362839009524758

Cited by 6 publications

(3 citation statements)

References 9 publications

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“…The mean quality score of internal validity was 2.3/5 ( SD = 1.0). Nine (43%) of the studies (Bybee, Ennis, & Zigler, ; Carroll, Friedrich, & Hund, ; Jones, ; Leahy, Balla, & Zigler, ; Mueller & Prout, ; O'Byrne & Muldoon, ; Stager, Chassin, & Young, ; Szumski & Karwowski, ; Yun & Ulrich, ) met more than half of the internal validity criteria. More precisely, as illustrated in Table , the most frequently satisfied criteria were a clear presentation of the self‐concept assessment procedure (16/21, 76%) and the incorporation of a correction for the confounding effect of sex (13/21, 62%).…”

Section: Resultsmentioning

confidence: 99%

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

Maïano

Coutu

Morin

et al. 2018

Research Intellect Disabil

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Background Research on the self‐concept of youth with intellectual disabilities has not been summarized in more than four decades. The present systematic review addresses this gap. Method A systematic literature search was performed in nine databases and 21 studies, published between 1979 and 2017, met our inclusion criteria. Results Significant differences between the self‐concepts of youth with intellectual disabilities and typically developing (TD) youth were found in: (a) cognitive‐academic self‐concept in disfavour of youth with intellectual disabilities; (b) global self‐concept and cognitive‐academic self‐concept in disfavour of children with intellectual disabilities; and (c) global, behavioural, and cognitive‐academic self‐concept in disfavour of youth with intellectual disabilities schooled in a special class. Additionally, except for age, intellectual functioning and school placement, no significant relations were found between the self‐concept dimensions and academic achievement and sex. Conclusion Studies on self‐concept research with school‐aged youth with intellectual disabilities have several weaknesses that need to be advanced in future research.

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Section: Resultsmentioning

confidence: 99%

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

Maïano

Coutu

Morin

et al. 2018

Research Intellect Disabil

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“…This instrument is a 36-item self-report measure that taps Global Self-Worth and five specific domains, including Social Acceptance. It has been widely used by researchers in the intellectual and developmental disabilities field (e.g., Bybee, Ennis, & Zigler, 1990). Harter (1985b) reported internal consistency reliabilities for each of the subscales, ranging from .71 to .85, with factor analyses revealing that each subscale defined its own factor with cross loadings across factors negligible at .04 and .08.…”

Section: Methodsmentioning

confidence: 98%

Factors Associated With Self-Concept: Adolescents With Intellectual and Development Disabilities Share their Perspectives

Jones¹

2012

Intellectual and Developmental Disabilities

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How one perceives the self is critical to long-term development. The purpose of this study was to explore the self-perceptions of adolescents with intellectual and developmental disabilities. Participants included 51 adolescents with intellectual and developmental disabilities, their parents (n = 50), and teachers (n = 12). A mixed-methods design was used. Qualitative interviews revealed that although 55% of participants self-identified as having a disability, there was a lack of constructive or affirmative language used to describe disability. Overall, adolescents' understanding of disability appeared to be grounded in a deficit model. Quantitative analyses were used to explore demographic variables, adolescent' perception of parent support, and self-determination as possible predictors of global self-worth and social acceptance. Results indicate that family income and parent support are particularly salient for this population.

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“…According to Zigler's (1999Zigler's ( , 2001 theory people with intellectual disability are prone to develop specific personality-motivational traits which influence their functioning. This theory emphasises the role of environmental factors stating that such traits emerge as a result of exposure to certain events and situations common for people with intellectual disability, such as failures in cognitively demanding tasks or negative social experiences like institutionalisation or parental neglect (Bennet-Gates and Zigler, 1999a;Bybee and Zigler, 1999;Weisz, 1999). The significance of this approach lays in the fact that specific traits not only allow to capture aspects of functioning that are more likely to manifest in people with intellectual disability than in people from the general population, but also allow to explain functioning of people with this type of disability by going beyond judgments that attribute all manner of difficulties experienced by people within this group to a general decline in their cognitive functioning.…”

Section: Introductionmentioning

confidence: 99%

Specific personality traits and psychosocial adjustment in people with intellectual disability

Gacek

Krzywoszański

2022

J Intellect Disabil

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In this study we examined how specific personality traits are related to psychosocial adjustment in people with intellectual disability. We studied 73 students with mild intellectual disability and 25 students with moderate intellectual disability who attended special schools in Poland. Personality traits were assessed with the Revised Edward Zigler-Yale Questionnaire (EZPQ-16R) and to assess adjustment we used a total-difficulties score in Strengths and Difficulties Questionnaire (SDQ). We hypothesized a predictive relationship between the specific personality traits and adjustment. The relation between personality and adjustment was stronger in people with moderate intellectual disability than in people with mild intellectual disability. In students with moderate intellectual disability the relation between personality and adjustment was significant for each of the studied traits and in students with mild intellectual disability it was significant for negative-reaction tendency, and assignment alacrity. Obtained results indicate that specific traits are important to adjustment of people with intellectual disability.

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Effects of institutionalization on the self‐concept and outerdirectedness of adolescents with mental retardation

Cited by 6 publications

References 9 publications

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

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

Factors Associated With Self-Concept: Adolescents With Intellectual and Development Disabilities Share their Perspectives

Specific personality traits and psychosocial adjustment in people with intellectual disability

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