Prediction of Self-Concept Among Learning Disabled Children

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, finding that learning disabledChildren from high SES families had lower self-concepts than their low SES counterparts.

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.