不同学业成就水平学生自我概念比较研究分析被引量：2

Self-concepts of Students with Different Academic Achievement

下载PDF

导出

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.

作者郭淑斌

机构地区西南大学心理学院博士后流动站佛山科学技术学院心理学系

出处《佛山科学技术学院学报（社会科学版）》 2009年第2期72-78,共7页 Journal of Foshan University(Social Science Edition)

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

分类号 G444 [哲学宗教—发展与教育心理学]

引文网络
相关文献

参考文献46

1CHAPMAN J W. Learning disabled children's selfconcepts [J]. Review of Educational Research. 1988. 58(3): 347-371.
2KAVALE K A. FORNESS S R. What definitions of learning disability say and don' t say: acritical analysis[J]. Journal of Learning Disabilities, 2000, 33(3) : 239-256.
3KISTNER J, HASKETT M, WHITE K,ROBBINS F. Perceived competence and self-worth of LD and normally achieving students[J]. Learning Disability Quarterly, 1987. 10(1):37-44.
4BEAR G G. JUVONEN J, MCINERNEY F. Self-perceptions and peer relations of boys with and boys without learning disabilities in an integrated setting: a longitudinal study [J]. Learning Disability Quarterly. 1993.16(2): 127-136.
5VAUGHN S. ELBAUM B E,SCHUMM J S. The effects of inclusion on the social functioning of students with learning disabilities [J]. Journal of Learning Disabilities. 1996.29 (6) : 598-608.
6GROLNICK W S, RYAN R M. Self-perceptions. motivation, and adjustment in children with learning disabilities: a multiple group comparison study[J]. Journal of Learning Disabilities, 1990, 23(3): 177- 184.
7AKANDE A. The perception of ability scale for students (PASS) in Africa and New[R]. 1997.
8HAGBORG W J. School membership among students with learning disabilities and nondisabled students in a semirural high school[J]. Psychology in the Schools. 1998. 35(2): 183-188.
9HAGBORG W J. Scholastic competence subgroups among high school students with learning disabilities [J]. Learning Disability Quarterly. 1999. 22(1):3- 10.
10HARTER S, WHITESELL N R, JUNKIN L J. Similarities and differences in domain-specific and global self-evaluations behaviorally disordered. of learning-disabled. and normally achieving adolescents [J ]. American Educational Research Journal, 1998, 35(4): 653-680.