The Relationship between Self-Perception of a Learning Disability and Achievement, Self-Concept and Social Support

Abstract

This study investigated the relationship between self-perception of a learning disability (SPLD) and self-concept and social support. Fifty-six third-through sixth-grade children with learning disabilities were administered Heyman's SPLD scale. This instrument measures the degree to which children view their disability as circumscribed, modifiable and nonstigmatizing rather than global, unchangeable and stigmatizing. Students were also administered two scales developed by Harter to measure general and domain-specific self-concept and social support. Results revealed that children with less negative perceptions of their learning disability had higher math achievement scores. Also, they perceived more positive global self-concept, more intellectual and behavorial competence, and more social acceptance. These children also felt more support from their parents and classmates. The relationship of SPLD to self-concept and social support was maintained after partialing out the influences of actual academic achievement. The importance of helping students more clearly understand the nature of their learning disability is discussed.