This study examined a special education program from the perspective of students with einotional/behavioral disturbances (E/BD). Participants in the study were enrolled in a Structured Success Program selected from 5 schools in the Saskatoon area. The subjects (N = 17) were male and ranged in age from 11 to 14 years. To examine students' perceptions of their classroom enNironment and self-concept, subjects were administered the Classroom Environment Scale (CES) and the Multidimensional Self-Concept Scale (MSCS). Semi-structured interviews were also conducted to gain insight into the general experiences of students in the program. The mean scores for the current sample on the subscales of the CES and the MSCS were compared to the normative sample. A correlational analysis between the subscales on the CES and the subscales of the MSCS was also performed. Results indicated that the two groups differed significantly on five of the nine subscales on the CES. Self-report ratings on the MSCS between the two groups revealed no differences. Findings from the interview suggested the emergence of two themes among the participants-a general sense of anger and resentment, and social impairments.
Get full access to this article
View all access options for this article.
References
1.
Bailey, G. K., & Others. (1987a). Comparison of self-concept and classroom environment in elementary school children. Paper presented at the Annual Convention of the Southwestern Psychological Association.
2.
Bailey, G. K., & Others. (1987b). Locus of control and classroom environment in discriminating high and low self-concept. Paper presented at the Annual Convention of the Southwestern Psychological Association.
3.
Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction N with school. The Elementary School.Journal, 100, 57-70.
4.
Baker, J.A., Terry, T., Bridger, R., & Winsor, A. (1997). Schools as caring communities: A relational approach to school reform. School Psychology RevieW,26, 576-588.
5.
Bartnick, W., & Parkay, F. (1991). A comparative analysis of the “holding power” of general and exceptional education programs. Remedial and Special Education., 12(5), 17-22.
6.
Bear, G. G., & Minke, K. M. (1996). Positive bias in maintenance of self-worth among children with. I). Learning Disability Quarterly, 24, 23-32.
7.
Beck, M.A., Roblee, K. H., & Hanson, J. (1982). Special education/regular education: A comparison of self-concept. Education, 102, 277-279.
8.
Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the National Longitudinal Study. Exceptional Children,62,399-414.
9.
Bracken, B. (1992). Multidimensional Self-Concept Scale. Austin, Texas: PRO-ED, Inc.
10.
Brantlinger, E. (1991). Social class distinction in adolescents' reports of problems and punishment in school. Behavioral Disorders, 17, 36-46.
11.
Brassfield, A., & Daniels, C. (1995). Communication techniques and their effects on self-concept in the classroom. Paper presented at the Annual Meeting of the Speech Communication Association (pp. 1-25).
12.
Byer, J.L. (1999). Measuring the effects of students' perceptions of classroom social climate on academic self-concept. Paper Presented to the Annual Meeting of the Louisiana Education Research Association (pp.1-20).
13.
Carran, D. T., Nemerofsky, A., Rock, E. E., & Kerins, M. (1996). Risk of unsuccessful program completion for students with serious emotional/ behavioral disorders: An epidemiological risk analysis. Behavioral Disorders,21(2), 172-189.
14.
Crowley, P. (1993). A qualitative analysis of mainstreamed behaviorally disordered aggressive adolescents' perception of helpful and unhelpful teacher attitudes and behaviors. E'xceptionality, 4, 131-152.
15.
Division of Research Evaluation and Communication. (1997). Lser-friendly handbook for mixed method evaluation. Developed with the support of the National Science Foundation.
16.
Dobson, J. E., Campbell, N.J., & Dobson, R. L. (1982). The relationship between children's self-concepts, perceptions of school, and life change. Elementary School Guidance,17, 100-107.
17.
Durrant, J.E., & Cunningham, C.E. (1990). Academic, social, and general selfconceptsof behavioral subgroups of learning disabled children. Journal of Educational Psychology,82(4), 657-663.
18.
Fraser, B., & Fisher, D. (1982). Predicting stuLdents' outcoImes fromtheir perceptions of classroom psychosocial environment. American Educational Research Journal,19,498-518.
19.
Fraser B. J., & Walberg, H. J. (1981). Psyehosocial learning eivironments in science classroom: A review of research. Studies of Scientific Education, 8, 67-92.
20.
Fry, P. S., & Coe, K. J. (1980). Interaction among dimensions of academic motivation and classrooms social climate: A study of the perception of junior high and high school pupils. British Journal of Educational Psychology, 50, 33-42.
21.
Galluzzi, E.G., Kirby, E.A., & Zucker, K. B. (1980). Students' and teachers' perceptionsof classroom environment and self and others' concepts. Psychological Reports, 46, 747-753.
22.
Goodenow, C., & Grady, K.E. (1992). The relationship of school belonging and friends'values toacademicnmotivationiamiongur-ban adolescentstudents. Journal qf Experimental Education, 62, 60-71.
23.
Gresham, F. Mi. (1998). Social skills training: Should we raze, remodel, or rebuild?Behavior Disorders, 24(1), 19-25.
24.
Gresham, F.M., ILane, K. L, & MacMillan, D. L. (1999). Social and academic profiles of externalizing and internalizing groups: Risk factors for emotional and behavioral disorders. Behavioral Disorders, 24(3), 231-245.
25.
Habel, J., Bloom. L.A., Ray, M.S., & Bacon, E. (1999). Consumer reports: What students with behavior disorders say about school. Remedial and Special Education, 20 (2), 93-105.
26.
Haertel, G. D., Walberg, H. J., & Haertel, E. H. (1981). Socio-psychological environments and learning: A quantitative synthesis. British Educational Research Journal, 7, 27-36.
27.
Halpin, G., & Torace, E. P. (1974). Relationships between creative thinking abilitiesand measures of the creative personality. Educational and Psychological Mleasurement, 34, 75-82.
28.
Harter, S., Whitesell, N. R., & Junkin, L. J. (1998). Similarities and differences in domain-specific and global self-evaluations of learning disabled, behaviorally disordered, and normally achieving adolescents. American Educational Research Journal, 35(4), 653-680.
29.
Hendrickson, J.M., Smith, C. R., & Frank, A. R. (1998). Decision making factors associated with placement of students with emotional and behavioral disorders in restrictive educational settings. Education and Treatment of Children, 21(3), 275-302.
30.
Hoza, B., Pelham, WV., Milich, R., Pillow, D., & McBride, K. (1993). The selfperceptionsand attributions of attention deficit hyperactivity disordered and nonreferred boys. Journal of Abnormal Psychology, 21, 271-286.
31.
Kazdin, A. E. (1987). Conduct disorders in childhood and adolescence. Newbuiy Park, CA: Sage.
32.
Knight, S. K., & Waxman, H. C. (1990). Investigating the effects of the classroom environmen't On student motivation in social studies. Journal qf Social Studies Research, 1, 1-12.
33.
Kortering, L.J., & Braziel, P.M. (1999a). School dropout from the perspective of former students: Implications for secondary special education programs. Remedial and Special Education, 20(2), 78-83.
34.
Kortering, L. J., & Braziel, P.M. (1999b). Staying in school: The perspective of ninth-grade students. Remedial and Special Education, 20(2), 106-113.
35.
Kristner, J. & Osbourne, M. (1987). A longitudinal study of LD children's selfevaluations. Learning Disability Quarterly, 10, 258-266.
36.
Leone, P. E., Luttig, P. G., Zlotlow, S., & Trickett, E. J. (1990). Understanding the social ecology of classrooms for adolescents with behavioral disorders: A preliminary study of differences in perceived environments. Behavioral Disorders, 16, 55-56.
37.
Lochman, J. E., & Lampron, L. B. (1986). Situational problem-solving skills and self-esteem of aggressive and non-aggressive boys. Journal qf Abnormal Child Psychology, 14, 605-617.
Mboya, M. M. (1995). Perceived teachers' behaviours and dimensions of adolescent self-concepts. Educational Psychology, 15(4), 491-499.
40.
McGee, R., Anderson, J., Williams, S., & Silva, P. (1986). Cognitive correlates of depressive symNptoms in i-year-old children. Journal of Abnormal Child Psychology, 14, 517-524.
41.
Moos, R. H., & Trickett, E. J. (1987). Classroom Environment Scale (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
42.
Nelson, G. (1984). The relationship between dimensions of classroom and family environments and the self-concept, satisfaction., and achievement of grade 7 and grade 8 students. Journal qf Cominunity Psychology, 12, 276-287.
43.
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21, 5-14.
44.
Rosenberg, F. R., & Rosenberg, M. (1978). Self-esteem and delinquency. Journal of Youth andAdolescence, 7, 279-291.
45.
Saskatoon Board of Education. (1995). The Structured Success Programn manual (rev. ed). Saskatoon, SK: Author.
46.
Taylor, S., & Brown, J. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 1o3, 193-210.
47.
Trickett, E. J., & Moos, R. H. (1974). Personal correlates of contrasting environments: Student satisfaction in high school classrooms. American Journal of Community Psychology, 2, 1-12.
48.
Walberg, H. J. (1972). Social environment and individual learning: A test of the Bloom model. Journal of Educational Psychology, 63, 69-73.
49.
Walberg, H.J., & Anderson, G.J. (1972). Properties of the achieving urban class. Journal of Educational Psychology, 63, 381-385.
50.
Walberg, H. J., Singh, R., & Rasher, S. P. (1972). Predictive vwalidity of student perceptions: A cross cultural replication. American Educational Research Journal, 14, 45-49.
51.
Wang, M. C., Haetel, G. D., & Walberg, H. J. (1994). What influences learning? A content analysis of review literature. Journal of Educational Research, 84, 30-43.
52.
Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroombehavior and perceived social support. Journal of Educational Psychology, 86, 173-182.
