Special Education Placement and the Self-Concepts of Elementary-School age Children

1980 ◽  
Vol 3 (3) ◽  
pp. 30-35 ◽  
Author(s):  
Beth E. Yauman
Keyword(s):  
Special Education ◽  
Reading Achievement ◽  
Pairwise Comparison ◽  
The Self ◽  
Self Concept ◽  
School Age Children ◽  
Control Group ◽  
Special Education Placement ◽  
Significant Difference ◽  
Education Participation

This study investigated the relationship between degree or extent of special education participation and measured self-concept. Subjects were 45 third-grade male students of average or above intelligence who were divided into three groups: 1) students in self-contained LD classes, 2) students provided individual tutoring, and 3) a control group of students from regular classes. Since achievement has consistently been found to correlate with scores on self-concept measures, a reading achievement score was obtained for each subject in order to examine the differences in self-concept while statistically controlling for achievement. The results indicated a significant difference among the three groups on both reading achievement and self-concept measures. With the effect of reading achievement covaried out, no significant difference remained among the three groups on measured self-concept. Rank ordering and statistical pairwise comparison of self-concept scores indicated poorer self-concepts for the tutored group despite higher achievement levels than the self-contained group.

Effect of “Aerobics” on Self-Concepts of College Women

1987 ◽  
Vol 65 (1) ◽  
pp. 271-275 ◽  
Author(s):  
Olena K. Plummer ◽  
Young O. Koh
Keyword(s):  
College Women ◽  
The Self ◽  
Analysis Of Covariance ◽  
Self Concept ◽  
Control Group ◽  
Pretest Score ◽  
Significant Difference ◽  
Tennessee Self Concept Scale

The purpose of the 10-wk. study was to assess the effect of “aerobics” on self-concepts of college women. 116 college women enrolled in aerobics classes and 177 in 7 nonphysical education classes were given the Tennessee Self-concept Scale in a pretest-posttest design. Using analysis of covariance, with the pretest score as a covariant, significant differences were noted in mean self-concepts between the control group and the aerobics group. The aerobics group scored higher on 7 of the 9 subscales and on the total positive or global self-concept score. No significant difference in mean scores was found for the self-criticism and moral-ethical subscales.

The Effect of Group Counseling on Educable Mentally Retarded Boys’ Self Concepts

1969 ◽  
Vol 35 (5) ◽  
pp. 359-366 ◽  
Author(s):  
Philip H. Mann ◽  
James D. Beaber ◽  
Milton D. Jacobson
Keyword(s):  
Group Counseling ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Control Groups ◽  
Mentally Handicapped ◽  
Significant Difference ◽  
Educable Mentally Retarded ◽  
And Control ◽  
Significant Factors

The effects of group counseling on the self concepts of young educable mentally handicapped boys were studied, along with the variables of anxiety, deportment and achievement in reading and arithmetic as rated by teachers, attendance, IQ, and age. Results indicated that those who received group counseling tended to exhibit greater improvement in self concept, more reduction in anxiety, and better grades in deportment and the academic subjects of reading and arithmetic, than those who did not receive the counseling. No significant difference was found between experimental and control groups in attendance. Age and IQ were not found to be significant factors in the counseled group.

The effect of interpersonal multisensory stimulation on the self-face recognition in adults with autistic syndrome disorder

2016 ◽  
Vol 33 (S1) ◽  
pp. S367-S368
Author(s):  
N. Deltort ◽  
J.R. Cazalets ◽  
A. Amestoy ◽  
M. Bouvard
Keyword(s):  
Face Recognition ◽  
Mental Representation ◽  
Recognition Task ◽  
The Self ◽  
Control Group ◽  
Multimodal Integration ◽  
Multisensory Stimulation ◽  
Significant Difference ◽  
Unfamiliar Face ◽  
Multimodal Process

Studies on individuals without developmental disorder show that mental representation of self-face is subject to a multimodal process in the same way that the representation of the self-body is. People with autistic spectrum disorder (ASD) have a particular pattern of face processing and a multimodal integration deficit.The objectives of our study were to evaluate the self-face recognition and the effect of interpersonal multisensory stimulation (IMS) in individuals with ASD. We aimed to show a self-face recognition deficit and a lack of multimodal integration among this population.IMS consisted of the presentation of a movie displaying an unfamiliar face being touched intermittently, while the examiner applied the same stimulation synchronously or asynchronously on the participant. The effect resulting from IMS was measured on two groups with or without ASD by a self-face recognition task on morphing movies made from self-face and unfamiliar-face pictures.There was a significant difference between groups on self-recognition before stimulation. This result shows a self-face recognition deficit in individuals with ASD. Results for the control group showed a significant effect of IMS on self-face recognition in synchronous condition. This suggests the existence of an update of self-face mental representation by multimodal process. In contrast, there was no significant effect of IMS demonstrated in ASD group, suggesting a multimodal integration deficit for the constitution of self-representation in this population.Our results show the existence of a self-face recognition deficit in individuals with ASD, which may be linked to a lack of multimodal integration in the development of the self-face representation.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Stigma and attitudes on epilepsy a study: with secondary school students

2007 ◽  
Vol 65 (suppl 1) ◽  
pp. 49-54 ◽  
Author(s):  
Brenda A. Reno ◽  
Paula T. Fernandes ◽  
Gail S. Bell ◽  
Josemir W. Sander ◽  
Li M. Li
Keyword(s):  
Epileptic Seizure ◽  
Pairwise Comparison ◽  
Control Group ◽  
First Year ◽  
School Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Appropriate Education ◽  
Difference Test

PURPOSE: To evaluate whether an inappropriate attitude towards a person having an epileptic seizure contributes to the stigma found in society and whether an appropriate attitude helps to diminish it in the short term; to perform a long term investigation about information remembered and stigma perception after an educational lecture. METHOD: This study was performed in two steps: Step 1. Students of first year of high school of two schools in Campinas completed a questionnaire including the Stigma Scale of Epilepsy following a seizure demonstration. They were divided into three groups: a) one group had a demonstration of proper attitudes towards someone having an epileptic seizure; b) one group was shown incorrect procedures; c) control group. After the completion of the questionnaire, an educational lecture about epilepsy was given. Step 2: six months later, the questionnaire was re-administered. RESULTS: The comparison between the four groups (step 1 and step 2) show a significant difference (Anova (3,339)=2.77; p=0.042). Pairwise comparison using Fisher's Least-Significant-Difference Test showed a significant difference between the group shown incorrect procedures (step 1) versus step 2, and the control group (step 1) versus step 2, but no difference between the group shown correct procedures (step 1) versus step 2. DISCUSSION: Exhibiting proper attitudes towards a person experiencing an epileptic seizure may cause significant differences among the subjects’ degrees of stigma towards people with epilepsy. It is therefore fundamental that there should be de-stigmatization campaigns provided, to correct information and provide appropriate education.

Self-Concepts of Preschool Girls in a Preballet Program

1993 ◽  
Vol 77 (1) ◽  
pp. 104-106
Author(s):  
Anne E. Kozlowski
Keyword(s):  
Preschool Children ◽  
Standard Deviation ◽  
Normative Data ◽  
T Test ◽  
The Self ◽  
Self Concept ◽  
Significant Difference ◽  
One Year

The self-concepts of 10 5-yr.-old girls enrolled in a preballet program at a ballet school in Tulsa, Oklahoma for over one year were measured using the Purdue Self-concept Scale for Preschool Children. Their scores were compared against the scale's normative data for girls of similar age. A one-sample two-tailed t test showed girls' mean was 1 standard deviation above the normative population's mean, a significant difference. Preballet education may be an effective tool for enhancing self-concept, although selective factors may contribute also.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals Self-Concept Transformation on Senior Secondary School Students' Academic Achievement in Central Zone, Plateau State, Nigeria

2021 ◽  
Vol 2 (2) ◽  
pp. 213-223
Author(s):  
Gwaison Panan Danladi ◽  
Shuaibu Saidu ◽  
Jacob, I. Otaha
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Central Zone ◽  
The Self ◽  
Self Concept ◽  
Control Group ◽  
Senior Secondary School ◽  
Plateau State ◽  
Quantitative Economics ◽  
Senior Secondary

Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.

scholarly journals Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

2018 ◽  
Vol 6 (10) ◽  
pp. 183
Author(s):  
Serhat Üstündağ ◽  
Gülsen Özcan
Keyword(s):  
Secondary Schools ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Educational Games ◽  
The Other ◽  
Self Concept ◽  
Control Group ◽  
Spring Semester ◽  
Significant Difference ◽  
Experimental Group

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

Application of 3D Modeling and Fusion Technology of Medical Image Data in Image Teaching

2020 ◽  
Author(s):  
Quan Yuan ◽  
Xiaomei Chen ◽  
Jian Zhai ◽  
Yadi Chen ◽  
Qingxiang Liu ◽  
...  
Keyword(s):  
Medical Imaging ◽  
Self Efficacy ◽  
Assessment System ◽  
The Self ◽  
Learning Ability ◽  
Control Group ◽  
Learning Behavior ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning

Abstract Backgroundwe combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students. MethodsA total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups.ResultsCompare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group.Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups , while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant . ConclusionsThe modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.

scholarly journals Compartmentalization of self-representations in female survivors of sexual abuse and assault, with posttraumatic stress disorder (PTSD)

2019 ◽  
Vol 50 (6) ◽  
pp. 956-963 ◽  
Author(s):  
Georgina Clifford ◽  
Caitlin Hitchcock ◽  
Tim Dalgleish
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
The Self ◽  
Self Concept ◽  
Sensitivity Analyses ◽  
Sorting Task ◽  
Control Group ◽  
Card Sorting ◽  
Negative Attributes

AbstractBackgroundThis study examined the structure of the self-concept in a sample of sexual trauma survivors with posttraumatic stress disorder (PTSD) compared to healthy controls using a self-descriptive card-sorting task. We explored whether individuals with PTSD possess a highly affectively-compartmentalized self-structure, whereby positive and negative self-attributes are sectioned off into separate components of self-concept (e.g. self as an employee, lover, mother). We also examined redundancy (i.e. overlap) of positive and negative self-attributes across the different components of self-concept.MethodParticipants generated a set of self-aspects that reflected their own life (e.g. ‘self at work’). They were then asked to describe their self-aspects using list of positive or negative attributes.ResultsResults revealed that, relative to the control group, the PTSD group used a greater proportion of negative attributes and had a more compartmentalized self-structure. However, there were no significant differences between the PTSD and control groups in positive or negative redundancy. Sensitivity analyses demonstrated that the key findings were not accounted for by comorbid diagnosis of depression.ConclusionFindings indicated that the self-structure is organized differently in those with PTSD, relative to those with depression or good mental health.

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