Affiliation:
1. Monte D. Smith is associate professor of psychology at George Peabody College of Vanderbilt University, where he is affiliated with the John F. Kennedy Center for Research on Education and Human Development. For the past five years he has been director of research and evaluation for the PASS Model Project, a Child Service Demonstration Center funded by the Bureau for Education of the Handicapped to develop a service delivery strategy to enhance the development of learning disabled children. Several...
Abstract
This investigation explored the possibility of predicting self-concept among 147 school-verified learning disabled children on the bases of several combinations of predictor variables. Verbal IQ, Performance IQ, and Reading performance variables had little relationship to self-concept. The combination of Word Knowledge performance, Math performance, and family socioeconomic status (SES), however, significantly predicted self-concept. Somewhat surprisingly, learning disabled children from high SES families had lower self-concepts than their low SES counterparts. Practical and theoretical implications of the results are discussed, particularly as they relate to the potential impact of mainstreaming on the self-concept of the learning disabled child.
Subject
General Health Professions,Education,Health (social science)
Cited by
8 articles.
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