Despite their significant academic deficits, children with learning disabilities (LD) often maintain favorable feelings of general self-worth. This study examined whether a positive bias in the evaluation of academic work is associated with such feelings. The Self-Perception Profile for Children (SPP-C; Harter, 1985b) was administered to a sample of 84 third graders (42 with LD, 42 normally achieving). During individual interviews a subset of these children explained why they felt they were doing well or poorly. Responses to the interview and to the individual items of the SPP-C showed that most children with LD and normally achieving (NA) children perceived themselves as doing well academically, based largely on feedback on their performance in the classroom. Results support Renick and Harter's (1988) argument that children with LD recognize their specific skill deficits (e.g., forgetfulness and trouble figuring out problems), but do not perceive themselves as being any less smart than their NA peers. Overall, findings indicate the importance of perceived teacher feedback in maintaining positive feelings of self-worth among children with LD.
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