Counseling, Higher Education & Special Education Research Works

Permanent URI for this collectionhttp://hdl.handle.net/1903/1648

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End date: 2018Subject: search.filters.subject.self concept

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    Self-concepts of adolescents with learning disabilities: A large-scale database study
    (2005-08-20) Strein, William; Signor-Buhl, Sara
    Using 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.
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    Urbanicity and Academic Self-Concept
    (2009-02-27) Strein, William; Pickering, Cyril; Grossman, Julie
    The main focus of this study was the relationships between school urbanicity (size of community in which the school is located) and fifth-grade students’ academic self-concepts. Using multi-level modeling methodology (HLM) we were able to investigate “school effects”, net of individual students’ characteristics. School urbanicity had no effect on reading, math, or general academic self-concept. School-level effects were found consistently for aggregate school achievement in reading and math, congruent with Marsh’s Big-Fish-Little-Pond effect. Less consistent school-level effects were found for proportion of minority students and school-average SES. Individual level effects mirrored those reported in other literature with tested achievement having the greatest effect
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    Big Fish and Other School Effects on Academic Self-Concept
    (2010-08-14) Strein, William; Grossman, Juliie
    A substantial amount of research indicates that academic self-concept is a function of both individual characteristics, and school effects that impact on the development of self-perceptions. Few studies have studied a cohort of students as they progress through the transition from elementary to middle school. The present study uses multi-level modeling to examine school effects on students’ academic self-concept in reading and math as they transition from elementary to middle school. Data come from the ECLS-K data set. Few school effects were found, but students’ SES was found to be a strong moderator of the relationship between reading achievement and self-perceptions of students’ ability and interest in reading.