This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Heyman, W. B. Search for Related Content PubMed PubMed Citation Articles by Heyman, W. B. Pubmed/NCBI databases Medline Plus Health Information Learning Disorders Social Bookmarking                         What's this?

The Self-Perception of a Learning Disability and Its Relationship to Academic Self-Concept and Self-Esteem

Wendy B. Heyman received her PhD in counseling psychology from New York University. She is currently an assistant professor in the Office of Liberal Arts Curriculum Guidance at Baruch College in New York City. Her research interests include self-perceptions of children and adults with learning disabilities and how these affect their coping strategies and self-attitudes. Any inquiries or requests for copies of the Self-Perception of a Learning Disability Scale should be sent to the author. Address: Wendy Heyman, Office of Liberal Arts Curriculum Guidance, Baruch College, Box 298, 17 Lexington Ave., New York, NY 10010.

Eighty-seven children with learning disabilities, aged 9 through 11 years 11 months, completed measures of self-esteem, academic self-concept, and self-perception of their learning disability. The Self-Perception of Learning Disability (SPLD) instrument measures the extent to which children with learning disabilities perceive their disability as (a) delimited rather than global, (b) modifiable rather than permanently limiting, and (c) not stigmatizing. It was hypothesized that self-perception of one's learning disability would be related positively to both academic self-concept and self-esteem, and that each of these relationships would remain significant when controlling for sex, ethnicity, age, reading and math achievement, self-contained versus mainstreamed classroom setting, and age at diagnosis. Correlations and multiple regression analyses confirmed these hypotheses. Results were discussed in terms of helping children to develop less negative self-perceptions of their disabilities.

Journal of Learning Disabilities, Vol. 23, No. 8, 472-475 (1990)
DOI: 10.1177/002221949002300804


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. Cosden Risk and Resilience for Substance Abuse Among Adolescents and Adults with LD J Learn Disabil, July 1, 2001; 34(4): 352 - 358. [Abstract] [PDF]

				D. S. Smith and R. J. Nagle Self-Perceptions and Social Comparisons Among Children with LD J Learn Disabil, June 1, 1995; 28(6): 364 - 371. [Abstract] [PDF]

				L. Lewandowski and K. Arcangelo The Social Adjustment and Self-Concept of Adults with Learning Disabilities J Learn Disabil, November 1, 1994; 27(9): 598 - 605. [Abstract] [PDF]