Self-Concept Development of Students with Disabilities: Disability Category, Gender, and Racial Differences from Early Elementary to High School

Autor/inn/en	Wei, Xin; Marder, Camille
Titel	Self-Concept Development of Students with Disabilities: Disability Category, Gender, and Racial Differences from Early Elementary to High School
Quelle	In: Remedial and Special Education, 33 (2012) 4, S.247-257 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510394872
Schlagwörter	Learning Disabilities; Racial Differences; Concept Formation; Self Concept; Gender Differences; Severity (of Disability); Beliefs; Self Concept Measures; Self Esteem; Hierarchical Linear Modeling; Longitudinal Studies; Predictor Variables; Emotional Development; Personality Development + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Rassenunterschied; Concept learning; Begriffsbildung; Selbstkonzept; Geschlechterkonflikt; Schweregrad; Belief; Glaube; Self-esteem; Selbstaufmerksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Gefühlsbildung; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung
Abstract	Developmental trajectories of two self-concept constructs (self-confidence and importance beliefs) in three domains (academic, social, and self-image) were estimated in a nationally representative sample of approximately 3,500 students with disabilities ages 8 to 17 representing 11 federal disability categories. Students' self-confidence in the three domains declined in elementary school but rebounded in secondary school, whereas their importance beliefs showed linear declines over time. The authors found significant mean differences in self-concept but similarities in the shape of trajectories across disability categories, gender, and race. Students with emotional disturbances or autism had significantly lower self-confidence in the social and self-image domains and lower academic importance beliefs than students with learning disabilities. Girls had significantly higher self-confidence and importance beliefs than boys. Compared to their white peers, Black students had significantly higher self-confidence in all domains, whereas Hispanic students had significantly lower levels of importance beliefs in the social and self-image domains. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10