RELATIONSHIPS AMONG SELF-CONCEPT, ACADEMIC ACHIEVEMENT, AND EDUCATIONAL PLACEMENT OF LEARNING DISABLED ADOLESCENTS (SELF-ESTEEM, SPECIAL, RESOURCE ROOM).

摘要

The Problem. The purpose of this study was to investigate how the self-concept of learning disabled (LD) high school students was related to gender, grade level, math achievement, and educational placement. In particular, the study addressed the following questions: (1) Is an LD high school student's self-concept and math achievement influenced by educational placement (i.e., special day class, resource room, regular class)? (2) Do LD males and females differ in self-concept and math achievement? (3) Is grade level related to self-concept and math achievement? (4) Is an LD student's math achievement related to self-concept?;Results. Results revealed that (1) self-concept was not significantly related to educational setting, (2) subjects in the resource room and regular class scored higher in math than special day class students, (3) self-concept was not significantly related to gender, (4) LD females received higher math achievement scores than males, (5) self-concept and math achievement were not significantly related to grade level, and (6) there was no significant relationship between self-concept and math achievement.;Method. An ex post facto study was conducted at Julian Union High School during the 1984-85 school year. Thirty-four LD adolescents were selected for the study based on the fact that their pre-administration math scores were in the 5.0 to 8.0 grade range. Sixteen subjects were placed in the regular classroom, six subjects were placed in the special day class, and 12 subjects were enrolled in the clinical-academic resource room. The Piers-Harris Children's Self-Concept Scale (PH) was used to assess global self-concept. The Wide Range Achievement Test (WRAT) was employed to assess math achievement.