Self-Concept in Children with Learning Disabilities: The Relationship between Global Self-Concept, Academic “Discounting,” Nonacademic Self-Concept, and Perceived Social Support

Kloomok, Shauna; Cosden, Merith

doi:10.2307/1511183

Cited by 95 publications

(103 citation statements)

References 19 publications

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“…Estes resultados são semelhantes aos obtidos por Kloomok & Cosden (1994), que relatam que as crianças com autoconceito negativo apresentam uma menor percepção de suas habilidades intelectuais em comparação com as crianças com autoconceito mais positivo.…”

Section: Discussionunclassified

“…O reconhecimento das dificuldades acadêmicas e a consideração destas refletem a valorização positiva do domínio acadêmico, o que é concordante com os achados de Kloomok & Cosden (1994). Neste sentido pode-se pensar que um suporte psicopedagógico pode ser bem aceito por estas crianças, uma vez que reconhecem a importância do domínio acadêmico e de suas próprias dificuldades com relação ao mesmo.…”

Section: Discussionunclassified

“…Em alguns estudos, como os de Hay, Ashman e Kraayenoord (1998) e Martini & Burochovitch (1999), as crianças com dificuldades de aprendizagem são caracterizadas por um autoconceito geral mais negativo que as crianças sem dificuldades. Por outro lado, no estudo de Kloomok & Cosden (1994), é ressaltado que as dificuldades de aprendizagem repercutem apenas no autoconceito acadêmico. As crianças com dificuldades de aprendizagem são caracterizadas por autoconceito mais negativo apenas no domínio acadêmico, não diferindo das crianças sem dificuldades de aprendizagem em outros domínios do autoconceito.…”

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Autoconceito de crianças com dificuldades de aprendizagem e problemas de comportamento

Stevanato¹,

Loureiro²,

Linhares³

et al. 2003

Psicol. estud.

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Section: Discussionunclassified

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Autoconceito de crianças com dificuldades de aprendizagem e problemas de comportamento

Stevanato¹,

Loureiro²,

Linhares³

et al. 2003

Psicol. estud.

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“…However, reports by the researchers do not all point in the same direction. Thus, whereas one group of studies has shown that students with LD presented lower ability and achievement expectations than their counterparts without LD (Bear, Juvonen, & McInerney, 1993;Chapman, 1988;Gans, Kenny, & Ghany, 2003;González-Pienda et al, 2000;Grolnick & Ryan, 1990;Harter, Whitesell, & Junkin, 1998;Kloomok & Cosden, 1994;Núñez et al, 1995;Rogers & Saklofske, 1985;Stone & May, 2002;Valas, 1999;Vaughn, Elbaum, Schumm, & Hughes, 1998;Vaughn, Haager, Hogan, &Kouzekanani, 1992), another group of studies found no differences in academic self-concept between students with and without LD (Bear & Minke, 1996;Bear, Minke, Griffin, & Deemer, 1998;Dyson, 2003;Meltzer & Montague, 2001;Meltzer, Roditi, Houser, & Perlman, 1998;Montague & van Garderen, 2003;Pintrich, Anderman, & Klobucar, 1994;Priel & Leshem, 1990). With regard to general self-concept, the data provided by past research are more concurrent.…”

Section: Self-conceptmentioning

confidence: 99%

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals

Núñez

González-Pienda

González-Pumariega

et al. 2005

Learning Disabil Res Pract

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The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self-concept, academic goals, perception of competence-incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self-concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed.Current theory and research indicate that self-concept, adaptive causal attributions, and motivation (along with strategic knowledge) are crucial for effective metacognitive processing Pintrich, 2000). However, after more than 30 years of research on the motivational and affective sphere of students with learning disabilities (LD), and its relation to school learning, instead of a unified panorama, we find an enormous quantity of contradictory results (Gresham & MacMillan, 1997). Although one could infer from most of the studies that students with LD, compared to their peers without LD (NLD), have a more negative self-concept, less motivation to learn, and a maladaptive attributional profile, the data provided by more recent investigations suggest that not all students with LD have the same profile. In the following paragraphs, we describe the scope of the discrepancy in the results of past research and provide a rationale for the present study. Causal AttributionsThe attributional theory proposed by Bernard Weiner ex-plains motivation as a function of an individual's perceptions of the causes of previous successes and failures (Weiner, 2000). A large part of the research performed within this paradigm in the field of special education indicates that students with LD feel threatened by failure and usually attribute their successes to external variables such as luck, others' help, etc., and their failures to the lack of ability (more than to insufficient effort). Thus, an important portion of the research carried out to date has concluded that children or adolescents with LD tend to manifest a maladaptive attributional style, low achievement expectations, low persistence at school tasks, and low academic self-concept (Kirk & Gallagher, 1986;Montgomery, 1994;Núñez, González-Pumariega, & González-Pienda, 1995). In turn, these attitudes reduce student motivation and generate negative feelings about their academic work and about themselves. With time, this...

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“…Conley et al (2007) reported that students with disabilities do not feel worthless but realize abilities in other areas. Studies have shown that students with disabilities that have fewer academic struggles tend to have a higher perception of themselves (Kistner et al, 1987;Kloomok & Cosden, 1994). Students with learning disabilities have higher self-esteem if they are able to accurately describe personal strengths and areas of weakness (Wilczenski, 1992).…”

Section: Self-concept and Placementmentioning

confidence: 99%

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Blackford¹

2010

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This qualitative study focused on student knowledge and perceptions of the resource room in a private school. Students on an IEP or eligible for an IEP and that had attended the resource room were interviewed on the five constructs: knowledge, perceptions, benefits, limitations, and suggestions for improvement. Teachers and administrators were surveyed regarding these same five constructs. This study represents a small private K-12 school of approximately 170 students where the main service model is the resource room. Analysis of the results revealed that students perceived the resource room teacher, the ability to receive help and the quiet atmosphere as benefits of the resource room. Limitations and suggestions for improvement are also included. These results can be used to effectively structure the resource room to best meet the needs of students with disabilities.

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Self-Concept in Children with Learning Disabilities: The Relationship between Global Self-Concept, Academic “Discounting,” Nonacademic Self-Concept, and Perceived Social Support

Cited by 95 publications

References 19 publications

Autoconceito de crianças com dificuldades de aprendizagem e problemas de comportamento

Autoconceito de crianças com dificuldades de aprendizagem e problemas de comportamento

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

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