Predictors of Self-Esteem

Morvitz, Edward; Motta, Robert W.

doi:10.1177/002221949202500111

Cited by 28 publications

(7 citation statements)

References 29 publications

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“…Less individual support and in turn worse academic outcomes for students with GLD can be the result. Fourth, if students with GLD perceive themselves as inferior compared to their classmates, it could lead to a low academic self-concept (Möller et al, 2009) and demotivation and thus also poorer performance (e.g., Allodi, 2000).…”

Section: Students With Gldmentioning

confidence: 99%

Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis

Krämer

Möller

Zimmermann

2021

Review of Educational Research

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This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings ( d = 0.35) and no effect on psychosocial outcomes ( d = 0.00). Students without general learning difficulties did not differ cognitively ( d = −0.14) or psychosocially ( d = 0.06) from their counterparts in segregated settings. We examined several moderators (e.g., design, diagnosis, type of outcome). We discuss possible selection effects as well as implications for future research and practice.

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Section: Students With Gldmentioning

confidence: 99%

Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis

Krämer

Möller

Zimmermann

2021

Review of Educational Research

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“…Less frequently used measures were the Self-Perception Profile for Learning Disabled Students (Renick & Harter, 1989; four studies), the Perceived Competence Scale for Children (Harter, 1982; three studies), and the Culture Free Self-Esteem Inventory (Battle, 1981; two studies). Nine other lesser-known measures were used in Morrison (1985) Elementary 42 33 −0.01 Morvitz & Motta (1992) Elementary 35 31 −0.18 Recht (1990) 5-8 2 4 2 9 −0.02 Renick (1985) Middle 34 28 0.50 Stein (1993) 3-6 7 8 8 3 −0.41 a single study each. (A complete list of measures is available from the author.)…”

Section: Description Of Studies and Effect Sizes Included In The Meta...mentioning

confidence: 99%

“…The find-ings of several empirical studies are consistent with this perspective. For example, Morvitz and Motta (1992) reported that whereas RR students had lower self-concept than general education students, the self-concept of students with LD in self-contained (SC) classrooms was similar to that of nondisabled students. Butler and Marinov-Glassman (1994) reported that in grade 5 (but not in grade 3), self-concept was significantly higher among students with LD attending special schools than among those placed in SC classes in regular schools.…”

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confidence: 99%

The Self–Concept of Students with Learning Disabilities: A Meta–Analysis of Comparisons Across Different Placements

Elbaum

2002

Learn Disabil Res Pract

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Although placement in less restrictive settings is generally believed to be associated with more positive social outcomes for students with disabilities, the empirical research has yielded equivocal findings. The purpose of this study was to synthesize the empirical research comparing the self-concept of students with learning disabilities (LD) in different educational placements. Meta-analysis revealed no overall association between self-concept and educational placement for four out of five comparisons: regular class vs. resource room, regular class vs. self-contained class, resource room vs. self-contained class, and regular class vs. special school. Students with LD receiving instruction in self-contained classrooms in regular schools exhibited lower self-concept compared to students with LD attending special schools. Follow-up analyses were conducted to explore whether the variability of effect sizes in regular class-resource room comparisons was associated with any of several potential moderator variables; the only variable for which the association approached significance was whether students in the regular classroom were provided with appropriate special education supports and services. The findings are discussed in light of documented individual variation in students' placement preferences.In the decades since the passing of Public Law 94-142, the mandate to educate students with disabilities in the least restrictive setting has led to energetic debate over the benefits and drawbacks of different educational placements for students with disabilities (Crockett & Kauffman, 1999). The settings in which such students are educated can range from fully separated (i.e., special schools) to fully integrated (i.e., full inclusion). Historically, students with learning disabilities (LD) have been placed across the entire continuum of setting options. However, there has been a strong trend over the past decade toward providing instruction to students with LD in the general education classroom. According to the most recent national data available on educational environments for students with disabilities (U.S. Department of Education, 2001Education, ), in 1998Education, -1999.1 percent of students with LD were educated in separate environments for less than 21 percent of the school day, 38.4 percent were in separate environments 21-60 percent of the day, and only 15.5 percent were in separate environments for more than 60 percent of the school day.According to federal law (Individuals with Disabilities Education Act Amendments of 1997), a child with a disability may be served in a separate environment only if the individualized instruction required by the child to make adequate academic progress cannot be provided in the regular classroom with appropriate special education services and supports. At the same time, decisions about placement involve more than considerations of academic progress; in particular, they involve assumptions and considerations concerning the Requests for reprints should be sent to Batya Elb...

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“…Nevertheless, whether self-esteem has really impacted the undergraduates' academic achievement could not be fully ascertained as past studies also found that academic achievement can also affect self-esteem. Although there are many different views on the relationship between academic achievement and self-esteem, some studies also revealed that self-esteem can reflect a response to school performance (Alves-Martins et al, 2002;Morvitz & Motta, 1992;Osborne, 1995;Rosenberg et al, 1995). Students may automatically feel better about themselves when they receive good grades, thus boosting their self-worth and directly improving their self-esteem.…”

Section: Discussionmentioning

confidence: 99%

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Predictors of Self-Esteem

Cited by 28 publications

References 29 publications

Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis

Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis

The Self–Concept of Students with Learning Disabilities: A Meta–Analysis of Comparisons Across Different Placements

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