Self-Concept of Students with Learning Disabilities: A Meta-Analysis

Educators often assume that the self-concept of children with learning disabilities (LD) is less favorable than that of children without LD. The present study, a meta-analysis of 61 studies of self-concept, was conducted to examine this assumption. Results showed that children with LD perceived thei...

Full description

Saved in:
Bibliographic Details
Published inSchool psychology review Vol. 31; no. 3; pp. 405 - 427
Main Authors Bear, George G., Minke, Kathleen M., Manning, Maureen A.
Format Journal Article
LanguageEnglish
Published Taylor & Francis 01.01.2002
Subjects
Academic Ability
Children
Learning Disabilities
Meta Analysis
School Psychology
Self Concept
Special Education
Online AccessGet full text

Cover

More Information
Summary:Educators often assume that the self-concept of children with learning disabilities (LD) is less favorable than that of children without LD. The present study, a meta-analysis of 61 studies of self-concept, was conducted to examine this assumption. Results showed that children with LD perceived their academic ability less favorably than their non-LD peers. In other domains of self-concept, however, group differences were less clear. In contrast to a previous meta-analysis (Chapman, 1988), the results of this study indicated no differences in self-concept as a function of special education setting. Implications for research and practice in school psychology are discussed.
Bibliography:Special Topic: Academic Enablers To Improve Student Performance: Considerations for Research and Practice." For related articles, see CG 560 247-255.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.1080/02796015.2002.12086165