Abstract
Data on self-reports of children and adolescents with learning disabilities were analyzed with a meta-analysis to assess how self-reports of these children and adolescents differed from the self-reports of their non-learning-disabled peers. In addition to general trends, data were analyzed in terms of the type of variable assessed. Results indicated a generalized tendency for children and adolescents with learning disabilities to score in the more negative direction on these objective scales.
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