Academic and Psychological Correlates of Self-Concept in Learning Disabled Adolescents

Abstract

The purpose of the current study was to assess and analyze the relationship between self-concept, locus of control and academic achievement among learning disabled adolescents aging 12-18 years. A sample of 30 participants was chosen through purposive sampling from special educational institutions with mean age of 15.2 years. They were administered the Self-Concept Questionnaire (Dr. Raj Kumar Saraswat), and Locus of Control Scale (Km. Roma Pal), and academic achievement was assessed as per classroom percentage scores. The results indicated that adolescents with learning disabilities had average Total self-concept and average locus of control. Furthermore, in social, educational and intellectual domains of self-concept adolescents with learning disabilities scored below average. The findings revealed a significant relationship between self-concept and locus of control. The results also indicated a significant relationship between self-concept and academic achievement. Adolescents with low academic scores had below average self-concept. The findings are helpful for the educators and care givers to provide suitable education for learning disabled students to inculcate positive attitude and wholesome development.