Self-concept is believed to play a significant role in the learning process. Since the learning process for children with learning disabilities is fraught with difficulty, there is concern that self-concept for these children is at risk. / This research makes a contribution to the larger body of literature dealing with the self-concept of male children with learning disabilities. There appears to be a substantial body of literature which suggests that self-concept can be explained and predicted by several variables, specifically, comparison group used when evaluating the self, perceived social support, intellectual level, amount of remedial services provided, perceived success in nonacademic and academic domains, and importance of those domains to the individual. Whereas others have looked at differences between learning disabled and normally achieving students, this study focuses within the learning disabled population. The three areas of perceived competence which were investigated were global self-worth, scholastic competence, and social acceptance. / In order to investigate the different factors involved in children's self-concept, several self-report measures were employed. These included a scale measuring perceived competence in the different domains (plus global self-concept), a scale reflecting the importance given to each of the domains, a scale tapping the extent to which children feel valued and supported by significant others, and an inventory which assessed the social group used when competence ratings were made. Additionally, time in special classroom placement and intellectual level was collected from student records. The sample was composed of 80 male students, aged eight to 12, drawn from the third through the fifth grades from a county school district. Stepwise Multiple Regressions were employed in order to determine the factors which were most predictive of the dependent variables. Several factors were found to significantly predict the global self-worth, scholastic competence, and social acceptance of these children with learning disabilities. / Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 3057. / Major Professor: F. Donald Kelly. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77529 |
| Contributors | Graves, Leigh Revell., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 105 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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