Differences in self-concept among children with mathematics disabilities and their average and high achieving peers

International Journal of Disability, Development and Education

Volumn 51, Issue 3, 2004, Pages 253-269

  Zeleke, Seleshi ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4444373733     PISSN: 1034912X     EISSN: None     Source Type: Journal    
DOI: 10.1080/1034912042000259224     Document Type: Article

References (44)

1. Aaron, P. G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67, 461-502.
2. Badian, N. A. (1999). Persistent arithmetic, readings or arithmetic and reading disability. Annals of Dyslexia, 49, 45-70.
3. Battle, J. (1992). Culture-Free Self-Esteem Inventories: Examiner's manual (2nd ed.). Austin, TX: Pro-Ed.
4. Bear, G. G., Clever, A., & Proctor, W. A. (1991). Self-perceptions of nonhandicapped children and children with learning disabilities in integrated classes. The Journal of Special Education, 24, 409-426.
5. Bear, G. G., Juvonen, J., & McInerney, F. (1993). Self-perceptions and peer relations of boys with and boys without learning disabilities in an integrated setting: A longitudinal study. Learning Disability Quarterly, 16, 127-136.
6. Bear, G. G., & Minke, K. M. (1996). Positive bias in maintenance of self-worth among children with LD. Learning Disability Quarterly, 19, 23-32.
7. Bear, G. G., Minke, K. M., & Manning, M. A. (2002). Self-concept of students with learning disabilities: A meta-analysis. School Psychology Review, 31, 405-427.
8. Brown, L., Sherbenou, R. J., & Johnsen, S. K. (1997). Test of Nonverbal Intelligence: A language-free measure of cognitive ability (3rd ed.). Austin, TX: Pro-Ed.
9. Byrne, B. M. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 287-316). New York: John Wiley.
10. Chapman, J. W. (1988a). Cognitive-motivational characteristics and academic achievement of learning disabled children: A longitudinal study. Journal of Educational Psychology, 80, 357-365.
11. Chapman, J. W. (1988b). Learning disabled children's self-concepts. Review of Educational Research, 58, 347-371.
12. Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279-291.
13. Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703-708.
14. Cooley, E. J., & Ayres, R. R. (1988). Self-concept and success-failure attributions of nonhandicapped students and students with learning disabilities. Journal of Learning Disabilities, 21, 174-178.
15. Crabtree, J., & Rutland, A. (2001). Self-evaluation and social comparison amongst adolescents with learning disabilities. Journal of Community and Applied Social Psychology, 11, 347-359.
16. Durrant, J. E., Cunningham, C. E., & Voelker, S. (1990). Academic, social, and general self-concepts of behavioural subgroups of learning disabled children. Journal of Educational Psychology, 82, 657-663.
17. Elbaum, B. (2002). The self-concept of students with learning disabilities: A meta-analysis of comparisons across different placements. Learning Disabilities Research & Practice, 17, 216-226.
18. Elbaum, B., & Vaughn, S. (2003). Self-concept and students with learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 229-241). New York: The Guilford Press.
19. Gans, A. M., Kenny, M. G., & Ghany, D. L. (2003). Comparing the self-concept of students with and without learning disabilities. Journal of Learning Disabilities, 36, 287-295.
20. Geary, D. C. (2003). Learning disabilities in arithmetic: problem-solving differences and cognitive deficits. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 199-212). New York: The Guilford Press.
21. Haager, D., & Vaughn, S. (1995). Parent, teacher peer, and self-reports of the social competence of students with learning disabilities. Journal of Learning Disabilities, 28, 205-215, 231.
22. Hagborg, W. J. (1999). Scholastic competence subgroups among high school students with learning disabilities. Learning Disability Quarterly, 22, 3-10.
23. Halmhuber, N. L., & Paris, S. G. (1993). Perceptions of competence and control and the use of coping strategies by children with disabilities. Learning Disability Quarterly, 16, 93-111.
24. Harter, S., Whitesell, N. R., & Junkin, L. J. (1998). Similarities and differences in domain-specific and global self-evaluations of learning-disabled, behaviourally disordered, and normally achieving adolescents. American Educational Research Journal, 35, 653-680.
25. Hattie, J., & Marsh, H. W. (1996). Future directions in self-concept research. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 421-462). New York: John Wiley.
26. Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don't say: A critical analysis. Journal of Learning Disabilities, 33, 239-256.
27. Kistner, J., & Osborne, M. (1987). A longitudinal study of LD children's self-evaluations. Learning Disability Quarterly, 10, 258-266.
28. La Greca, A. M., & Stone, W. L. (1990). LD status and achievement: Confounding variables in the study of children's social status, self-esteem, and behavioural functioning. Journal of Learning Disabilities, 23, 483-490.
29. Manger, T., & Eikeland, O. J. (1998). The effect of mathematics self-concept on girls' and boys' mathematical achievement. School Psychology International, 19, 5-18.
30. Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430.
31. Marsh, H. W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35-42.
32. Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.
33. Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology (4th ed.). Fort Worth, TX: Harcourt Brace.
34. Montgomery, M. S. (1994). Self-concept and children with learning disabilities: Observer-child concordance across six context-dependent domains. Journal of Learning Disabilities, 27, 254-262.
35. Siegel, L. S. (1999). Issues in the definition and diagnosis of learning disabilities: A perspective on Guckenberger v. Boston University. Journal of Learning Disabilities, 32, 304-319.
36. Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980.
37. Smith, D. S., & Nagle, R. J. (1995). Self-perceptions and social comparisons among children with LD. Journal of Learning Disabilities, 28, 364-371.
38. Stanovich, K. E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32, 350-361.
39. Stanovich, P. J., Jordan, A., & Perot, J. (1998). Relative differences in academic self-concept and peer acceptance among students in inclusive classrooms. Remedial and Special Education, 19, 120-126.
40. Swanson, H. L. (2000). Issues facing the field of learning disabilities. Learning Disability Quarterly, 23, 37-50.
41. Swanson, H. L., & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79, 294-321.
42. Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25, 141-151.
43. Vaughn, S., Elbaum, B. E., & Schumm, J. S. (1996). The effects of inclusion on the social functioning of students with learning disabilities. Journal of Learning Disabilities, 29, 598-608.
44. Vaughn, S., Haager, D., Hogan, A., & Kouzekanani, K. (1992). Self-concept and peer acceptance in students with learning disabilities: A four-to five-year prospective study. Journal of Educational Psychology, 84, 43-50.