Using randomly formed groups of fourth-to seventh-grade learning disabled, normal, and gifted students, the comparability of representations of self-concept across groups was analyzed for the Sears and Coopersmith inventories. Additionally, mean differences across the three groups of students were calculated on self-concept subscales. Subscale representations of the construct were judged comparable across groups. Whereas a reliable linear trend on academic self-concept subscales favored gifted and normal students over learning disabled students, learning disabled children slightly exceeded gifted children on physical and social facets of self-concept from the Sears inventory only. Implications for validity research and evaluation studies are discussed.
Get full access to this article
View all access options for this article.
References
1.
1. Houck, C, & Houck, E.Investigation of relationships between academic achievement and self-concept in children with specific learning disabilities. Paper presented at the annual meeting of the Council for Exceptional Children, Chicago, April 1976.
2.
2. Sears, P.S. Memorandum with respect to the use of the Sears Self-Concept Inventory. Unpublished report, Stanford (California) Center for Research and Development in Teaching, 1966.
3.
Ames, C.Children's achievement attributions and self-reinforcement: Self-concept and competitive reward structure. Journal of Educational Psychology, 1978, 70, 345–355.
4.
Anderson, J.G.Causal models in educational research: Nonrecursive models. American Educational Research Journal, 1978, 15, 81–97.
5.
Anderson, J.G., & Evans, F.B.Causal models in educational research: Recursive models. American Educational Research Journal, 1974, 11, 29–39.
6.
Black, W.F.Self-concept as related to achievement and age in learning-disabled children. Child Development, 1974, 45, 1137–1140.
Bryan, T.H. & Bryan, J.H.Some personal and social experiences of learning-disabled children. In B. Keogh (Ed.), Advances in Special Education (Vol. 3). Greenwich, Conn.: J.A.I.1981, 147–186.
9.
Campbell, D.T., & Fiske, D.Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 1959, 56, 81–105.
10.
Cohen, J., & Cohen, P.Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences. Hillsdale, N.J.: Lawrence Erlbaum, 1975.
11.
Coleman, J.S.The Adolescent Society. New York: The Free Press, 1961.
12.
Coopersmith, S.The Antecedents of Self-Esteem. San Francisco: W.H. Freeman, 1967.
13.
Cronbach, L.J.Test validation. In R. L. Thorndike (Ed.), Educational Measurement, 2nd ed.Wash ington, D.C.: American Council on Education, 1971.
14.
Dunn, O.J.Multiple comparisons among means. Journal of the American Statistical Association, 1961, 56, 52–64.
15.
Endler, N.S., & Minden, H.A.Anxiety, conformity, and self-concept as related to learning disabilities. Special Education in Canada, 1972, 47, 35–39.
16.
Hitchfield, E.In Search of Promise: A Long-Term National Study of Able Children and Their Families. London: Longman, 1973.
Keogh, B.K.Psychological evaluation of exceptional children: Old hangups and new directions. Journal of School Psychology, 1972, 10, 141–146.
19.
Marx, R.W., & Winne, P.H.Self-concept research-Some current complexities. Measurement and Evaluation in Guidance, 1980, 13, 72–82.
20.
Marx, R.W., & Winne, P.H.Construct interpretations of three self-concept inventories. American Educational Research Journal, 1978, 15, 99–109.
21.
Shavelson, R.J., Hubner, J.J., & Stanton, G.C.Self-concept: Validation of construct interpretations. Review of Educational Research, 1976, 46, 407–441.
22.
Strang, L., Smith, M.D., & Rogers, C.M.Social comparison, multiple reference groups, and the self-concepts of academically handicapped children before and after mainstreaming. Journal of Educational Psychology, 1978, 70, 487–497.
23.
Winne, P.H., Marx, R.W., & Taylor, T.D.A multitrait-multimethod study of three self-concept measures. Child Development, 1977, 48, 893–901.
24.
Winne, P.H., & Walsh, J.Self-concept and participation in school activities reanalyzed. Journal of Educational Psychology, 1980, 72, 161–166.
25.
Wittek, M.J.Reflections of the gifted by the gifted on the gifted. Gifted Child Quarterly, 1973, 17, 250–253.
26.
Wyle, R.The Self-Concept (Vol. 1). Lincoln, Neb.: University of Nebraska Press, 1974.
27.
Yates, P.R.The relationship between self-concept and academic achievement among gifted elementary school students (Doctoral dissertation, University of Florida, 1975). Dissertation Abstracts International, 1976, 36, 2655-A. (University Microfilms No. 75-23926).
