The relationship among domains of self-concept and academic achievement in learning disabled children

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dc.contributor.advisor Dean, Raymond S. en_US
dc.contributor.author Barry, Christine T. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:22:54Z
dc.date.available 2011-06-03T19:22:54Z
dc.date.created 1991 en_US
dc.date.issued 1991
dc.identifier LD2489.Z68 1991 .B377 en_US
dc.identifier.other Ph D B2793 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/174962
dc.description.abstract The purpose of this study was to examine the relationship among specific domains of self-concept and domains of academic achievement for learning disabled children. Subjects were 109 intermediate grade students attending public schools in Indiana. All subjects had been classified by their school districts as LD and were currently receiving resource room services. Additionally, the relationship between actual self-concept scores and inferred self-concept scores was explored by asking resource room teachers to complete the Self-Description Questionnaire-1 (SDQ-1) as they believed each of their students would respond.The SDQ-1 was administered to assess the domains of self-concept, while achievement in reading, mathematics, and written language was operationalized as scores on the Woodcock-Johnson Psycho-Educational Battery Test of Achievement (WJPB). Ability scores from the Wechsler Intelligence Scale for Children-Revised (WISC-R) and WJPB achievement scores were collected from students' school files.Pearson correlation coefficients were computed to investigate the relationship among individual variables. Only one significant correlation (p<.0l) was found between domains of self-concept and domains of academic achievement. This low correlation (-.27) existed between reading self-concept and achievement in written language. Interestingly, every intercorrelation among the SDQ-1 domains was significant calling into question the purported factor structure of the SDQ-1 with this LD population.A canonical correlation analysis was used to investigate the associations among multiple variables, such as ability, self-concept domains and achievement domains. Since the link between ability and achievement has been supported in the literature, the intent of this analysis was to investigate the extent that self-concept contributed to achievement. Results of this analysis also suggested a significant relationship between ability and achievement;however, above and beyond ability, knowledge of self-concept scores did not add to the relationship with achievement.In addition to exploring the association among domains of self-concept and domains of achievement, this study also examined the relationship between actual and inferred self-concept scores. Results of a canonical correlation analysis supported a significant relationship between actual self-concept and inferred self-concept scores. It appeared that resource room teachers were accurately able to infer the self-concepts of their LD students. This agreement between self-report and teacher report of self-concept is consistent with previous research.In conclusion, the present investigation did not provide support for a relationship between domains of self-concept and academic achievement with this LD sample. The implications for results are discussed along with suggestions for future research in this area. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent 88 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Learning disabled youth. en_US
dc.subject.lcsh Self-perception. en_US
dc.subject.lcsh Performance in children. en_US
dc.subject.lcsh Learning disabled youth -- Indiana. en_US
dc.title The relationship among domains of self-concept and academic achievement in learning disabled children en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/762983 en_US


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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