Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within and across grades. As predicted, in both grades teacher feedback was the most common criterion children used to judge their academic performance. In both achievement groups, perceived teacher feedback and reading satisfaction were less favorable among sixth than third graders. Hierarchical regression analyses showed that perceived teacher feedback was the best predictor of reading satisfaction; however, in sixth grade, social comparison also contributed significantly to the prediction. The importance of perceived feedback also was demonstrated in the relation to self-worth, which was generally positive among both achievement groups and within each grade. Through its relation to reading satisfaction, perceived teacher feedback contributed significantly to prediction of self-worth. Developmental differences and classroom factors that may explain these findings are discussed.
Get full access to this article
View all access options for this article.
References
1.
Bandura, A. (1978). The self-system in reciprocal determinism. American Psychologist, 33, 344–358.
2.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.Englewood Cliffs, NJ: Prentice-Hall.
3.
Barker, G., & Graham, S. (1987). Developmental study of praise and blame as attributional cues. Journal of Educational Psychology, 79, 62–66.
4.
Bear, G. G., Clever, A., & Proctor, W. A. (1991) Self-perceptions of nonhandicapped children and children with learning disabilities in integrated classes. The Journal of Special Education, 24, 409–426.
5.
Bear, G. G., Juvonen, J., & McInerney, F. (1993). Self-perceptions and peer relations of boys with and without learning disabilities in an integrated setting: A longitudinal study. Learning Disability Quarterly, 16, 127–136.
6.
Bear, G. G., & Minke, K. M. (1996). Positive bias in the maintenance of self-worth among children with LD. Learning Disability Quarterly, 19, 23–32.
7.
Blumenfeld, P., Pintrich, P. R., Meece, J., & Wessels, K. (1982). The formation and role of self-perceptions of ability in elementary classrooms. Elementary School Journal, 82, 401–420.
8.
Bracken, B. A. (1992). Multidimensional self concept scale.Austin, TX: PRO-ED.
9.
Butler, R, & Marinov-Glassman, D. (1994). The effects of educational placement and grade level on the self-perceptions of low achievers and students with learning disabilities. Journal of Learning Disabilities, 27, 325–334.
10.
Chapman, J. W. (1988). Learning disabled children's self-concepts. Review of Educational Research, 58, 347–371.
11.
Chapman, J. W., & Tunmer, W. E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154–167.
12.
Clever, A., Bear, G., & Juvonen, J. (1992). Discrepancies between competence and importance in self-perceptions of children in integrated classes. The Journal of Special Education, 26, 125–138.
CTBS/McGraw-Hill. (1983). Comprehensive tests of basic skills. New York: Author.
15.
Delaware Department of Public Instruction. (1990). Administrative manual: Programs for exceptional children.Dover: Author
16.
Dweck, C., & Leggett, E. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
17.
Eccles, J. S., Wigfield, A., Harold, R., & Blumenfeld. P. (1993). Age and gender differences in children's achievement self-perceptions during the elementary school years. Child Development, 64, 830–847.
18.
Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. Elementary School Journal, 93, 553–574.
19.
Forman, E. A. (1988). The effects of social support and school placement on the self-concept of LD students. Learning Disability Quarterly, 11, 115–124.
20.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research.Chicago: Aldine.
21.
Harter, S. (1985a). Competence as a dimension of self-evaluation: Toward a comprehensive model of self-worth. In R. L. Leahy (Ed.), The development of the self (pp. 55–121). Orlando: Academic Press.
22.
Harter, S. (1985b). Processes underlying the construction, maintenance, and enhancement of the self-concept in children. In J. Suls & A. G. Greenwald (Eds.), Psychological perspectives on the self: Vol. 3. (pp. 137–181). Hillsdale, NJ: Erlbaum.
23.
Harter, S. (1985c). The self-perception profile for children [Manual]. Denver: University of Denver.
24.
Harter, S. (1987). The determinants and mediational role of global self-worth in children. In N. Eisenberg (Ed.), Contemporary topics in developmental psychology (pp. 219–242). New York: Wiley.
25.
Harter, S. (1990). Issues in the assessment of self-concept of children and adolescents. In A. La Greca (Ed.), Childhood assessment: Through the eyes of a child (pp. 292–325). Needham Heights, MA: Allyn & Bacon.
26.
Jastak, S., & Wilkinson, G. (1984). Wide range achievement test-Revised.Wilmington, DE: Jastak Assessment Systems.
27.
Johnson, D. S. (1981). Naturally acquired learned helplessness: The relationship of school failure to achievement behavior, attributions, and self-concept. Journal of Educational Psychology, 73, 174–180.
28.
Kloomok, S., & Cosden, M. (1994). Self-concept in children with learning disabilities: The relationship between global self-concept, academic "discounting," nonacademic self-concept, and perceived social support. Learning Disability Quarterly, 17, 140–153.
29.
Licht, B. G. (1992). The achievement-related perceptions of children with learning problems: A developmental analysis. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 229–264). Hillsdale, NJ: Erlbaum.
30.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry.Beverly Hills, CA: Sage.
31.
Marsh, H. W. (1986). Negative item bias in rating scales for preadolescent children: A cognitive-developmental phenomenon. Developmental Psychology, 22, 37–49.
32.
Marsh, H. W. (1988). Self-description questionnaire-1.San Antonio, TX: Psychological Corp.
33.
Mercer, C. (1983). Students with learning disabilities (2nd ed.). Columbus, OH: Merrill.
34.
Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence, 15, 90–113.
35.
Midgley, C. M., Feldlaufer, H., & Eccles, J. S. (1988). The transition to junior high school: Beliefs of pre-and post-transition teachers. Journal of Youth and Adolescence, 17, 543–562.
36.
Miller, A. T. (1987). Changes in academic self concept in early school years: The role of conceptions of ability. Journal of Social Behavior and Personality, 2, 551–558.
37.
Morrone, S., & Pintrich, P. R. (in press). Achievement motivation. In G. G. Bear & K. M. Minke (Eds.), Children's needs: Psychological perspectives (2nd ed.). Washington, DC: NASP.
38.
Nicholls, J. G. (1978). The development of the concepts of effort and ability, perceptions of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800–814.
39.
Nicholls, J. G. (1979). Development of perception of own attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71, 94–99.
40.
Nicholls, J. G., & Miller, A. T. (1984). Development and its discontents: The differentiation of the concept of ability. In J. G. Nicholls (Ed.), Advances in motivation and achievement: Vol. 3: The development of achievement motivation (pp. 185–218). Greenwich, CT: JAI Press.
41.
Perfetti, C., & Curtis, M. (1986). Reading. In R. Dillon & R. Sternberg (Eds.), Cognition and instruction (pp. 13–57). Orlando, FL: Academic Press.
42.
Piers, E. V. (1984). Piers-Harris Children's Self-Concept Scale: Revised manual 1984. Los Angeles: Western Psychological Services.
43.
Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of Learning Disabilities, 27, 360–370.
44.
Renick, M. J., & Harter, S. (1989). Impact of social comparisons on the developing self-perceptions of learning disabled students. Journal of Educational Psychology, 81, 631–638.
45.
Ribner, S. (1978). The effects of special class placement on the self-concept of exceptional children. Journal of Learning Disabilities, 11, 60–64.
46.
Rothman, H. R., & Cosden, M. (1995). The relationship between self-perceptions of a learning disability and achievement, self-concept and social support. Learning Disability Quarterly, 18, 203–212.
47.
Silon, E. L., & Harter, S. (1985). Assessment of perceived competence, motivational orientation, and anxiety in segregated and mainstreamed educable mentally retarded children. Journal of Educational Psychology, 77, 217–230.
48.
Smith, D. S., & Nagle, R. J. (1995). Self-perceptions and social comparison among children with LD. Journal of Learning Disabilities, 28, 364–371.
49.
Steiger, J. H. (1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 70, 160–163.
50.
Stipek, D. J., & Daniels, D. (1988). Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352–356.
51.
Stipek, D., & Maclver, D. (1989). Developmental changes in children's assessment of intellectual competence. Child Development, 60, 521–538.
52.
Stipek, D. J., & Tannatt, L. M. (1984). Children's judgments of their own and their peers' academic competence. Journal of Educational Psychology, 76, 75–84.
53.
Surber, C. (1984). The development of achievement-related judgment processes. In J. Nicholls (Ed.), Advances in motivation and achievement: Vol. 3: The development of achievement motivation (pp. 137–184). Greenwich, CT: JAI Press.
54.
Tabachnick, B. G., & Fidell, L. S. (1989). Using multivariate statistics (2nd ed.). United Kingdom: Harper Collins.
55.
Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). Stanford-Binet intelligence scale: Fourth edition. Chicago: Riverside.
56.
Vaughn, S. R., & Haager, D. (1994). Social competence as a multifaceted construct: How do students with learning disabilities fare? Special issue: Social-emotional development. Learning Disability Quarterly, 17, 253–266.
57.
Wechsler, D. (1974). Wechsler intelligence scale for children-Revised.San Antonio, TX: Psychological Corp.
58.
Wechsler, D. (1991). Wechsler intelligence scale for children-Third edition.San Antonio, TX: Psychological Corp.
59.
Weiner, B. (1986). An attributional theory of motivation and emotion.New York: Springer-Verlag.
60.
Weiner, B. (1994). Integrating social and personal goals of achievement striving. Review of Educational Research, 64, 557–573.
61.
Wigfield, A., & Eccles, A. (1994). Children's competence beliefs, achievement values, and general self-esteem: Change across elementary and middle school. Journal of Early Adolescence, 14, 107–138.
