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Achievement-Related Perceptions of Children with Learning Disabilities and Normal Achievement

Group and Developmental Differences

George G. Bear, PhD, is an associate professor of school psychology and applied human development, College of Human Resources, Education, and Public Policy, University of Delaware. His current interests include self-perceptions of children with learning disabilities, and moral reasoning. Address: George G. Bear, Educational Studies, College of Human Resources, Education, and Public Policy, University of Delaware, Main St., Willard Hall, Newark, DE 19716.

Kathleen M. Minke, PhD

Kathleen M. Minke, PhD, is an assistant professor of school psychology, College of Human Resources, Education, and Public Policy, University of Delaware. Her current interests include self-perceptions of children with learning disabilities, and family-school collaboration.

Shaunna M. Griffin, MA

Shaunna M. Griffin, MA, is a doctoral student in applied human development, College of Human Resources, Education, and Public Policy, University of Delaware. Her current interests include self-perceptions of children with learning disabilities, and inclusion.

Sandra A. Deemer, MA

Sandra A. Deemer, MA, is a doctoral student in applied human development, College of Human Resources, Education, and Public Policy, University of Delaware. Her current interests include self-perceptions of children with learning disabilities, and teacher efficacy.

Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within and across grades. As predicted, in both grades teacher feedback was the most common criterion children used to judge their academic performance. In both achievement groups, perceived teacher feedback and reading satisfaction were less favorable among sixth than third graders. Hierarchical regression analyses showed that perceived teacher feedback was the best predictor of reading satisfaction; however, in sixth grade, social comparison also contributed significantly to the prediction. The importance of perceived feedback also was demonstrated in the relation to self-worth, which was generally positive among both achievement groups and within each grade. Through its relation to reading satisfaction, perceived teacher feedback contributed significantly to prediction of self-worth. Developmental differences and classroom factors that may explain these findings are discussed.

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