Self-concept in social and academic domains, as well as global self-worth (GSW) were assessed among 4th, 5th, and 6 th graders, in children with learning disabilities (LD, n = 49) and a matched sample of children without LD (NLD, n = 49). Mean differences between LD and NLD groups and the relative importance of social versus academic self-concept in the prediction of GSW were examined. Children with LD evidenced significantly lower self-concept in academic and social domains; however, the two groups did not differ in terms of global self-worth. In addition, academic and social self-concepts were significant predictors of GSW in children with LD, although there was a high degree of overlap between the two variables in their predictive ability. In the NLD group, social and academic self-concept areas were significant predictors of global self-worth yet there was minimal overlap between the two self-concept areas. Implications are discussed.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.31569 |
| Date | January 1999 |
| Creators | Lanaro, Lisa Marie. |
| Contributors | Heath, Nancy Lee (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational and Counselling Psychology.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001808782, proquestno: MQ70548, Theses scanned by UMI/ProQuest. |
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