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Academic, social, and general self-concepts of behavioral subgroups of learning disabled children.

Joan E. Durrant · Charles E. Cunningham · Sylvia L. Voelker

64 citations0/0 files storedJournal of Educational Psychology

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Developmental and Educational Neuropsychology Education, Achievement, and Giftedness Behavioral and Psychological Studies

Abstract

This study assessed perceived competence in 60 children, aged 8 to 13 years, who were classified into 4 carefully matched groups: (a) non-learning-disabled (non-LD), non-behavior-disordered, (b) LD, non-behavior-disordered, (c) LD with externalizing symptoms, and (d) LD with externalizing and internalizing symptoms

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References

1981Diagnostic and Statistical Manual of Mental Disorders, 3rd ed 1983Manual for the Child: Behavior Checklist and Revised Child Behavior Profile 1982The Perceived Competence Scale for Children 1982Self concept: The interplay of theory and methods.1984Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?1989IQ Is Irrelevant to the Definition of Learning Disabilities 1978Neuropsychological significance of variations in patterns of academic performance: Verbal and visual-spatial abilities 1981LEARNING DISABILITY SUBTYPES: A Review

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2010Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands 1992Strengthening the Links Between Educational Psychology and the Study of Social Contexts 1995Evidence for Superior Orthographic Skills in Dyslexics 2006Comparisons of Self-Efficacy, Mood, Effort, and Hope Between Students with Learning Disabilities and Their Non-LD-Matched Peers 2001School-Based Interventions to Enhance the Self-Concept of Students with Learning Disabilities: A Meta-Analysis

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