Adolescents often suffer with negative feelings and low self-esteem, leading to an overall negative self-perception. Prior researchers have linked adolescent self-perception, academic performance, and learning disabilities, but more research is required. This quantitative study examined relationships between self-perception of reading, writing, spelling, and mathematics competence. In addition, global self-worth was examined through the Harter-Renick Self-Perception Profile for Learning Disabled Students (HRSPP). Student academic performance as measured by Stanford Achievement Test-10 Total Reading (SATrd) and Total Math (SATmh) scores among adolescents with learning disabilities were also examined. Student records from the Green School were gathered ( n = 128), with their perceived intellectual ability, reading, writing, spelling, mathematics competence, and global self-worth (GLOSW) HRSPP subscale scores treated as predictors. Participants’ chronological age and specific learning disability (SPLD) served as maturation and selection effect modifiers. SATrd and SATmh were dependent variables in a multiple regression analysis using step-wise data entry. GLOSW emerged as a significant predictor variable, β = .185, t (2.12) = .036, p < .05 with SATrd as the dependent variable. Thus, the higher the GLOSW HRSSP score was, the higher the SATrd score was as well. No significant predictors of criterion variable SATmh existed. These results could elucidate ways to help students with learning disabilities enhance self-esteem, which may lead to improved academic success and overall positive social change.
|Advisor:||Birnbaum, Barry W.|
|Commitee:||Foshay, Wellesley, Smith, Wade|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Keywords:||Global self-worth, Learning disabilities, Performance, Reading, Self-esteem, Self-perception|
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