This study examined the relationship between attachment representations and the self-concept of learning disabled (LD) students (n = 31) at the community college level. The Adult Attachment Projective (AAP) was used to measure attachment representation (secure vs. insecure) and the Tennessee Self-Concept Scale:2 (TSCS:2) was used to measure self-concept (personal, social, academic, and total self-concept) of the students. The study identifies two (6.5%) students with secure attachment representation and twenty-nine (93.5%) students with insecure attachment. Within the insecure attachment group three classification groups were identified: twelve (38.7%) detached, six (19.4%) preoccupied, and eleven (35.5%) unresolved. One sample t-tests determined that the average level of personal, social, academic, and total self-concept of LD students is significantly lower than the TSCS:2 standardization sample for similarly-aged, similarly educated students. Based on the AAP, students were classified as being high, medium, or low in the content codes of Agency of Self and Connectedness. The self concept scores, based on the TSCS:2, were compared across the three levels of Agency of Self and not found to differ. When the self-concept scores were compared across the three levels of Connectedness, the groups were found to differ only with respect to social self-concept, and not with respect to their personal, academic, or total self-concept. Specifically, the highest level of Connectedness was significantly higher in social self-concept than either the low or medium level of Connectedness groups. However, the lowest two groups did not differ. In addition, statistical significance was not found when ANOVA tests were run to compare the total or domain self-concepts with the insecure group classifications of detached and unresolved individuals.

Previous research has documented a link between the self concept and academic achievement of gifted children. The purpose of this study was to examine the relationships between self concept and academic achievement of ninth grade gifted students who participated in two types of gifted programs (gifted classes versus enrichment programs) from fourth to sixth grade. In addition, this study sought to determine whether there are any differences in these relationships by continued participation in gifted programs, ethnic groups, and gender. The target participants were 105 ninth grade students, of which 52 chose to participate in completing the Tennessee Self Concept Scale-2 and to provide additional information. The students' Stanford Achievement Test - 9 scores from eighth grade were obtained as measures of academic achievement. The purpose of the study was fulfilled with an ex-post facto design. The results indicate that students who participated in gifted classes from fourth to sixth grade did not demonstrate a significantly higher total self concept compared to enrichment program students. Students who previously participated in gifted classes obtained higher Moral and Family self concepts and significantly higher total reading scores than enrichment program students. However, it was found that both the gifted class and enrichment program students were underachieving academically at the ninth grade level. Results indicate that students participating in gifted programs at the time of this study, regardless of previous program participation from fourth to sixth grade, obtained significantly higher reading and math scores. No significant differences were found with regard to self concept. A significant correlation was found between reading and Moral self concept. No significant differences in self concept based on gender, ethnicity, or social economic status were found. No significant differences in achievement based on gender or social economic status were found. Hispanic students scored significantly lower than Asian students in math. Implications for gifted education, underachieving gifted, and implications for research in this field are discussed.

Problems that face teachers, especially those in secondary schools, are discussed. How they have developed over the years to what is now considered to be a crisis level, the increase in absenteeism and illness of the teaching force are also reviewed. A review of existing material explains the nature of stress. The psychobiological aspects are reviewed paying particular attention to the many coping mechanisms that the person will employ and explains how perceptions of situations can play a vital role. Factors that create stress for the teacher are discussed and categorised into familiar sections including pupils, working conditions, working in an organisation, the effects of management, the self concept and role conflict. Selection, training, assessment, pay and promotion are dealt with together in an additional category. Results from a Questionnaire completed by teachers from four local education authorities provides additional material to be considered and reinforces many of the previous claims and observations. After the findings are discussed, conclusions and recommendations are made for the improvement of morale and the reduction of stress in the teaching profession. Many of the conclusions made are linked closely to the self concept of the teacher. This self concept appears to be the focal point at which the problems besetting the teacher meet and are dealt with in either a positive or negative manner. Many of the recommendations made have the effect on the self concept of the teacher as a prominent feature. The stress provoking situations experienced by teachers seem to be reaching unacceptable levels. The physical and mental welfare of teachers is called upon to be monitored in order to reduce the harmful effects that poorly motivated teachers may have on pupils and in order to reduce the physical and mental difficulties apparently being suffered by the teaching profession.

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