The Effects of Social Support and School Placement on the Self—Concept of LD Students

Abstract

The effects of two types of environmental influences on the self-concept of LD students were examined: social support and school placement. The 51 children and adolescents who participated in the study were receiving LD services in self-contained classes or resource rooms, or had been diagnosed as learning disabled but were not yet receiving services. Social support and self-concept were assessed using two self-report measures developed by Harter (1985). Students with higher levels of perceived social support were found to score higher in general self-worth, athletic competence, scholastic competence, and behavioral conduct than students with fewer social supports. In addition, support from classmates was the most important predictor of high self-concept. School placement was not found to be related to self-concept. The findings of this study suggest that future research needs to examine the social contextual factors that may foster positive self-concepts in LD students.

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