Self-Concept in Children with Learning Disabilities: The Relationship between Global Self-Concept, Academic “Discounting,” Nonacademic Self-Concept, and Perceived Social Support

Abstract

The purpose of this study was to explore how some children with learning disabilities maintain a positive self-concept despite academic difficulties. The study used Harter's model to investigate the relationship between global self-concept and perceived competence in general intellectual ability, specific academic subjects, athletics, behavior and appearance, and perceived social support. Data were collected on 72 elementary-school students with learning disabilities. Five hypotheses were tested: (a) children would vary in their global and academic self-concept; (b) children with high global self-concept would discount the importance of academics; (c) children with high global self-concept would perceive themselves as more intelligent; (d) children with high global self-concept would perceive themselves as more competent in other, nonacademic domains; and (e) children with high global self-concept would perceive higher levels of social support. Data supported all hypotheses except discounting. Implications for interventions with students with learning disabilities are discussed.