摘要
近20年对学习困难学生与正常学生自我概念水平的各种比较研究,以探讨学习困难学生(learningdisability)与正常学生(normally achieving)的自我概念水平是否存在显著性差异。分析结果表明:(1)在学业自我概念方面,约89%的研究发现学习困难学生的学业自我概念低于正常学生的学业自我概念;(2)在社会自我概念水平方面,3/4的研究表明学习困难学生和正常学生之间没有显著差异;(3)在一般自我概念水平方面,68%的研究表明学习困难学生和正常学生之间没有显著差异;(4)大多数的研究表明,学习困难学生的学业自我概念和一般自我概念不会随年龄的增长而下降,而社交自我概念则随着年龄的增长而有下降趋势。
To test the assumption that children with learning disabilities (LD) have deficient selfconcept, we review the recent studies of the academic, social and general self-concept of students with LD and their normal achievement (NA) peers and compare the results. Results of the review show that: First, 25(about 89%) of the studies find that students with LD have more negative academic selfconcept than their LA, AA, HA or NA peers. Second, among the 30 studies which compare the social self-concept of children with LD and their NA peers, 21 (about 70%) studies show no difference between the two groups of children. Third, Among the 28 studies that compare the general self-concept of children with LD and their NA peers, 19 (about 68%) of the studies find no significant difference between the groups. Fourth, it appears that the academic and general self-concepts of students with LD neither improve nor deteriorate with advancing age, but their social self-concept may deteriorate with advancing age.
基金
佛山市教育科学"十一五"规划课题<学业自我概念的形成与发展模式研究>(项目编号:FS06149)
佛山科学技术学院校级重点课题<自我概念的形成机制研究>
关键词
学习困难与学习正常学生
学业自我概念
社会自我概念
一般自我概念
students with learning disabilities and normal achievement
academic self-concept
social self-concept
general self-concept