Abstract
The study investigated whether family functioning can predict the self-concept and self-esteem of normally achieving (NA) and at risk for learning disabilities (LD) students in Oman regardless of parent education level and gender status. A total of 259 elementary school students were selected from schools in the main districts of Muscat, the capital and largest city in Oman. The participants included 259 students referred for learning disabilities (78) and normally achieving students (181). Self-Report Measure of Family Functioning–Child Revised, Beck Self-Concept Inventory for Youth (BSCI-Y), and Rosenberg Self-Esteem Scale were administered to the participants. In addition, demographic data on parents’ education levels (PEL) and gender were collected. The study specifically investigated whether family functioning dimensions of communication, cohesion, conflict, and social/recreational orientation can predict the self-concept and self-esteem of children regardless of PEL and gender status. Multiple hierarchical regressions showed that family functioning was a strong contributory factor of self-concept for both children with and without LD although the two groups differed in terms of the significant family functioning predictors. Family functioning was a weak contributory factor of self-e esteem in children with and without LD and the two groups varied in terms of the significant family functioning variables. The differences between the two groups are discussed from cultural and ecological perspectives.
Highlights
Children with learning disabilities (LD) are often classified as a heterogeneous group, they interact dynamically within specific social contexts such as schools and families
The current study aims to explore the relationships among perceived family functioning, self-concept, and self-esteem of students at risk for LD and normally achieving (NA) children regardless of the effect of parents’ education levels (PEL) and gender
All predictor variables were statistically correlated with self-concept and self-esteem which indicates that the data was suitable for undertaking multiple linear regression analysis
Summary
Children with learning disabilities (LD) are often classified as a heterogeneous group, they interact dynamically within specific social contexts such as schools and families. An important aspect of the family environment is family functioning which is regarded by a number of researchers as being related to the social functioning of children with LD (Dyson, 2003). Given that academic difficulties expose children with LD to social and emotional difficulties, concerns have given researchers a thrust to investigate their social development (Dyson, 2003). Research studies have reached inconclusive findings regarding both areas of social development of children with LD. This is the reason that has given the researchers a thrust for further investigation of these two aspects (Dyson, 2003)
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