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Journal of Learning Disabilities
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Self-Concept and Children with Learning Disabilities

Observer-Child Concordance Across Six Context-Dependent Domains

Michelle S. Montgomery

Michelle S. Montgomery is a doctoral student in school psychology at the University of Wisconsin-Madison. Her research interests include the assessment of social-emotional constructs in children with learning disabilities. Address: Michelle S. Montgomery, Department of Educational Psychology, Educational Sciences Building, University of Wisconsin-Madison, 1025 W. Johnson, Madison, WI 53706.

This study assessed the self-concept of students with learning disabilities (LD), comparing observer ratings and self-reports both within the LD group and across LD, nondisabled, and high-achieving (HA) classes. Using the Multidimensional Self Concept Scale (MSCS) a total of 135 students from the sixth, seventh, and eighth grades rated their self-concepts. Teachers and parents also rated the children's self-concepts using an abbreviated form of the MSCS. Compared to students' ratings, teachers generally underestimated the LD and nondisabled students' self-concepts, but overestimated the HA students' self-concepts. Parents' ratings of children with LD and HA children generally matched their children's self-reports, but the agreement between nondisabled children and their parents varied depending on the domain of self-concept. This study demonstrates the importance of assessing multiple self-concept domains when working with children who have learning disabilities.

Journal of Learning Disabilities, Vol. 27, No. 4, 254-262 (1994)
DOI: 10.1177/002221949402700407
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