مستوى تقدير الذات وعلاقته بالسلوك العدواني لذوي صعوبات التعلم والعاديين = The Level of Self-Esteem and Its Relation to Aggressive Behavior of Students with Learning Disabilities and Normal Students

2018 ◽  
Vol 6 (23 Part 1) ◽  
pp. 223-264
Author(s):  
هدى شعبان محمد ◽  
نورة عبد الله المقبل
Keyword(s):  
Learning Disabilities ◽  
Aggressive Behavior ◽  
Self Esteem ◽  
Students With Learning Disabilities

scholarly journals Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample

2021 ◽  
Vol 18 (15) ◽  
pp. 8211
Author(s):  
Stefania Cataudella ◽  
Stefano Mariano Carta ◽  
Maria Lidia Mascia ◽  
Carmelo Masala ◽  
Donatella Rita Petretto ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Distance Learning ◽  
Pilot Study ◽  
Self Efficacy ◽  
Self Esteem ◽  
Students With Learning Disabilities ◽  
Normative Sample ◽  
Online Questionnaire ◽  
The Impact ◽  
Italian Sample

The aim of this research was to investigate the impact of the COVID-19 pandemic on teachers, particularly on their self-esteem and self-efficacy, their difficulty in the transition to distance learning, the difficulty of students, and specially of students with learning disabilities (LDs students), as perceived by teachers. 226 teachers were invited to complete an online questionnaire. Our results showed lower self-esteem and lower self-efficacy by the teachers compared with the normative sample. Self-esteem and self-efficacy also decrease in teachers with greater service seniority at work. Teachers perceived a greater difficulty in students than in their own difficulty. The concentration of the school system’s efforts on the massive and, for long periods, exclusive organisation of distance learning risks favouring only cognitive aspects to the detriment of affective dynamics. This aspect could make teaching more complex for teachers and learning poorer for students, impoverishing the complex relational process that forms the basis of the learning process.

A Team-Based Junior High Inclusion Program

1997 ◽  
Vol 18 (4) ◽  
pp. 243-249 ◽  
Author(s):  
Gordon S. Gibb ◽  
James R. Young ◽  
Keith W. Allred ◽  
Tina Taylor Dyches ◽  
M. Winston Egan ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Behavior Disorders ◽  
Junior High ◽  
Parent Perceptions ◽  
Positive Outcome ◽  
Self Esteem ◽  
First Year ◽  
Collaborative Teams ◽  
Students With Learning Disabilities ◽  
Perceptions And Attitudes

Parent perceptions and attitudes regarding the inclusion of students with mild to moderate disabilities into general classrooms have been mixed. In this qualitative study, the parents of 17 students with learning disabilities and 1 student with behavior disorders were interviewed following the first year of a junior high inclusion pilot program based on teacher and student collaborative teams. Twelve response categories are identified. Parents recognized personal attention for students and positive attributes of teachers as strengths of the program and increased student self-esteem as a positive outcome. The results indicate that the majority of the parents were supportive of the program and wanted it to continue.

scholarly journals Social Support and Self-Esteem as Predictors of Psychological Distress among Students with Learning Disabilities in Accra, Ghana

2021 ◽  
pp. 1-14
Author(s):  
Clarice Jobson-Mitchual
Keyword(s):  
Social Support ◽  
Learning Disabilities ◽  
Psychological Distress ◽  
Linear Regression Analysis ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Self Esteem ◽  
Students With Learning Disabilities ◽  
Social Support Scale

Using a survey research design, this study examined the extent to which social support and self-esteem predict psychological distress among students with learning disabilities at Multi Kids Inclusive Academy in Accra, Ghana. The Simple Random Sampling technique was used to select 94 students. Survey questionnaires containing the Child and Adolescent Social Support Scale (Malecki & Demaray, 2002), Depression, Anxiety and Stress Scale (Lovibond & Lovibond, 1995), and Adapted Rosenberg Self Esteem Scale (Dagnan & Sandhu, 1999) were used to collected data. Descriptive statistics, Reliability and Normality tests, Simple Linear Regression Analysis, and the Pearson Product Moment Correlation Coefficient test within the Statistical Package for Social Sciences (SPSS) version 23 application software were used to analyze data. Results indicated that Social Support from Teachers (β= .202, p = .033) and Social Support from Classmates (β= .548, p = .000) predicts psychological distress. Social Support from Parents Dimension subscale (β= -.024, p = .810), did not predict psychological distress. In addition, a significant negative relationship was found between self-concept and psychological distress. Also, differences in gender (β= -.238, p = .033) and age (β= .266, p = .017) predicts psychological distress.

Improving the Self-Esteem and Social Skills of Students with Learning Disabilities

2016 ◽  
Author(s):  
James C. Raines
Keyword(s):  
Learning Disabilities ◽  
Public Schools ◽  
Social Skills ◽  
Inclusive Education ◽  
Social Work Students ◽  
Self Esteem ◽  
Students With Learning Disabilities ◽  
Free Appropriate Public Education ◽  
Students With Ld ◽  
Restrictive Environment

Learning disabilities (LD) are the most common disability in public schools. Since 1975, students with learning disabilities have been eligible for a free appropriate public education, including special services such as school social work. Students with LD may be diagnosed via standardized achievement measures and clinical assessment. Despite 40 years of progress, the evidence suggests that students with LD still feel stigmatized and finish college and enter the workplace at a rate much lower than their nondisabled peers. School social workers can assist students with learning disabilities by assessing their self-esteem and social skills and then providing appropriate intervention. Self-esteem interventions should target students with LD, their parents, and their peers in the least restrictive environment. Social skills interventions may target students with LD as a separate group or provide those skills as part of universal inclusive education aimed at all children in the classroom.

College Students' Willingness to Seek Help for their Learning Disabilities

2002 ◽  
Vol 25 (4) ◽  
pp. 263-274 ◽  
Author(s):  
Heather M. Hartman-Hall ◽  
David A. F. Haaga
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Academic Support ◽  
Self Esteem ◽  
College Campus ◽  
Performance Goals ◽  
Nonsignificant Trend ◽  
Students With Learning Disabilities ◽  
Willingness To Seek Help ◽  
Academic Services

Eighty-six university students with learning disabilities (LDs) completed measures of self-esteem and of perceptions of their LDs. In addition, they rated their willingness to seek help from academic services in response to two experimental manipulations: (a) they read vignettes about a student requesting help from professors or peers and receiving positive or negative reactions; and (b) they listened to audiotaped radio advertisements for academic services on a college campus, emphasizing either learning or performance goals. Participants reported the most willingness to seek help after reading about a positive reaction from a professor and the least willingness to seek help after reading about a negative reaction from a professor. In a nonsignificant trend, participants were more willing to seek help after hearing the ad emphasizing performance goals, such as improved grades. Students who viewed their LDs as more stigmatizing, non-modifiable, and global were less likely to report a willingness to seek help in response to negative situations and had lower overall self-esteem. These results suggest that learning services departments could bolster use of academic support by (a) intervening with faculty to try to prevent negative reactions to requests for accommodations and (b) attempting to destigmatize LDs among students themselves.

Sign in / Sign up

Export Citation Format

Share Document