Self-concepts of adolescents with learning disabilities: A large-scale database study

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dc.contributor.authorStrein, William
dc.contributor.authorSignor-Buhl, Sara
dc.date.accessioned2015-02-24T18:15:06Z
dc.date.available2015-02-24T18:15:06Z
dc.date.issued2005-08-20
dc.description.abstractUsing the ELS: 2002 national database, we compared the self-concepts in reading, math, and general academic areas for students with and without identified learning disabilities. Unlike most similar research, students’ measured achievement in reading and math was controlled, thereby effectively comparing students at similar levels of achievement. When controlling for achievement, academic self-concepts were not lower for the students with LD. Similar to other studies, students with LD tended to statistically over-predict their achievement compared to the non-LD group.en_US
dc.identifierhttps://doi.org/10.13016/M26329
dc.identifier.urihttp://hdl.handle.net/1903/16314
dc.language.isoen_USen_US
dc.relation.isAvailableAtCollege of Educationen_us
dc.relation.isAvailableAtCounseling, Higher Education & Special Educationen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us
dc.subjectself concepten_US
dc.subjectadolescentsen_US
dc.subjectlearning disabiltiesen_US
dc.subjectELS 2002en_US
dc.titleSelf-concepts of adolescents with learning disabilities: A large-scale database studyen_US
dc.typePresentationen_US

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