Perceived Competence and Self-Worth of LD and Normally Achieving Students

1987 ◽  
Vol 10 (1) ◽  
pp. 37-44 ◽  
Author(s):  
Janet Kistner ◽  
Mary Haskett ◽  
Karen White ◽  
Frank Robbins
Keyword(s):  
Cognitive Abilities ◽  
Learning Disabled ◽  
Perceived Competence ◽  
Physical Competence ◽  
Normally Achieving ◽  
Self Worth ◽  
Negative Perceptions ◽  
Physical Abilities ◽  
School Learning ◽  
Elementary And Middle School

Elementary and middle-school learning disabled (LD) and normally achieving (NA) students' responses to the Perceived Competence Scale for Children were compared. This scale measures general self-worth as well as perceptions of cognitive, social and physical competence. In accord with previous research, LD students were found to hold lower opinions of their cognitive abilities than did NA students. Furthermore, compared to their peers, LD students held less favorable perceptions of their physical abilities. LD and NA students' ratings for general self-esteem did not differ, nor did the groups vary in perception of social competence. These results indicate that LD children maintain generally positive self-evaluations, despite their recognition of limitations in some areas. Based on comparisons between teacher and student ratings, subgroups of LD students who held unrealistically positive or negative perceptions of themselves were identified. The characteristics of these subgroups were examined.

A Longitudinal Study of LD Children's Self-Evaluations

1987 ◽  
Vol 10 (4) ◽  
pp. 258-266 ◽  
Author(s):  
Janet Kistner ◽  
Mary Osborne
Keyword(s):  
Longitudinal Study ◽  
Interval Analysis ◽  
Learning Disabled ◽  
Perceived Competence ◽  
Response Patterns ◽  
Developmental Patterns ◽  
Normally Achieving ◽  
Competence Scale

Developmental patterns of school-identified learning disabled (LD) and normally achieving (NA) students' responses to the Perceived Competence Scale for Children (PCSC) were investigated in this longitudinal study. Relative to the NA group, LD children were more negative about themselves; however, their self-evaluations did not become more negative over a two-year interval. Analysis of response patterns across PCSC subscales suggested that most of the LD sample was not appropriately characterized by persistent, globally negative self-evaluations. A subgroup of LD children who were very negative about themselves at both test administrations was identified. The characteristics of this subgroup were subsequently examined.

Differential Effects of Four Comprehension-Facilitating Conditions on LD and Normal Elementary-School Readers

1982 ◽  
Vol 5 (2) ◽  
pp. 106-116 ◽  
Author(s):  
Susanna W. Pflaum ◽  
Ernest T. Pascarella ◽  
Carol Auer ◽  
Linda Augustyn ◽  
Mary Boswick
Keyword(s):  
Elementary School ◽  
Prior Knowledge ◽  
Word Identification ◽  
Learning Disabled ◽  
Average Effect ◽  
Normal Children ◽  
Normally Achieving ◽  
School Learning ◽  
Micro Level ◽  
Facilitating Conditions

Ninety-nine elementary-school learning disabled and normal children were assigned to one of four comprehension-facilitating conditions (word identification and meaning aids, sentence aids, purpose-setting aids, and prior-knowledge aids) to determine their effects on comprehension. Controlling for age, intelligence, prior reading achievement, and pretest comprehension levels, sentence aids were found to be significantly more effective than prior knowledge for both learning disabled and similarly achieving, but younger readers. Moreover, for the same two groups of subjects the average effect of words and sentences (micro-level aids) was significantly higher than the average effect of purpose setting and prior knowledge (macro-level aids). No significant differences were found among the four types of comprehension facilitators for normally achieving readers who were the same age as the learning disabled group.

Relationship of Perceived and Actual Motor Competence in Children

2002 ◽  
Vol 94 (3_suppl) ◽  
pp. 1059-1070 ◽  
Author(s):  
Lennart Raudsepp ◽  
Raino Liblik
Keyword(s):  
Objective Measure ◽  
Perceived Competence ◽  
Physical Conditioning ◽  
Physical Competence ◽  
Motor Competence ◽  
Body Attractiveness ◽  
Self Worth ◽  
General Physical ◽  
Relationship Of ◽  
The Relationship

The purpose of this study was to examine the relationship between children's actual and perceived motor competence. 280 children between the ages of 10 and 13 years individually completed the Children's Physical Self-perception Profile which assesses perceptions of sport competence, physical conditioning, strength, body attractiveness, and general physical self-worth. The internal reliabilities (α) of the sub-scales ranged from .75 to .82. After completing the profile, the subject's actual motor competence was measured using tests of aerobic fitness and functional strength. Body fatness (sum of five skinfolds) was measured as an objective measure of perceived body attractiveness. Analysis of variance showed that boys and girls differed in perceived competence and actual motor competence. The boys showed higher perceived competence on four scores, but there was no sex difference in perception of body attractiveness. Correlations and regression analysis showed that actual and perceived motor competence were significantly but only moderately ( r = .25–.56) correlated. In addition, items of perceived physical competence and age accounted for 17% (sit-ups) to 25% (endurance shuttle run) of the variance in actual motor competence of the children. These findings showed that 10- to 13-yr.-old children can only moderately assess personal motor competence.

Affective Influences on Learning Disabled Adolescents

1982 ◽  
Vol 5 (4) ◽  
pp. 334-343 ◽  
Author(s):  
Bryan Hiebert ◽  
Bernice Wong ◽  
Margaret Hunter
Keyword(s):  
Parental Stress ◽  
Teacher Perception ◽  
Learning Disabled ◽  
Self Concept ◽  
Academic Expectations ◽  
Normally Achieving ◽  
Stress Levels ◽  
Negative Perceptions ◽  
Affective Influences ◽  
Practical Implications

This study investigated: (a) differences between learning disabled and normally achieving adolescents regarding academic self-concept and academic expectations; (b) teacher perception of and academic expectation for learning disabled and normally achieving adolescents; (c) parent academic expectations for learning disabled and normally achieving adolescents; and (d) parental stress. Results indicated that learning disabled adolescents had substantially lower academic self-concepts and academic expectations than normally achieving adolescents. Similarly, teachers had negative perceptions of and low academic expectations for learning disabled adolescents. Finally, parents of learning disabled adolescents had lower academic expectations for their children than did parents of normally achieving adolescents for theirs. Reported stress levels, however, did not differentiate between parents of learning disabled and normally achieving adolescents. The research and the practical implications of the results are discussed.

Gender differences in cognitive abilities of learning-disabled females and males

1987 ◽  
Vol 37 (1) ◽  
pp. 142-165 ◽  
Author(s):  
Susan A. Vogel ◽  
Patricia C. Walsh
Keyword(s):  
Gender Differences ◽  
Cognitive Abilities ◽  
Learning Disabled

Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level

1983 ◽  
Vol 6 (2) ◽  
pp. 155-165 ◽  
Author(s):  
Rochelle B. Simms ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Secondary Level ◽  
Learning Disabled ◽  
Oral Language Development ◽  
Normally Achieving ◽  
Density Score ◽  
Crucial Component ◽  
Syntactic Development ◽  
Two Indices

Syntax is a crucial component of oral language development. Frequently, learning disabled children's oral language development is characterized by syntax problems. Hence, since deviations in oral language development may form the basis for identification of learning disabilities, adequate indices of oral language development are needed. The purpose of this study was to explore two indices of syntactic development in oral language, the T-unit and the Syntactic Density Score. Learning disabled students and a matched group of normally achieving peers were compared on these indices at four age levels. Results are reported for each measure along with a discussion and implications.

Relative Effects of Two Previewing Procedures on LD Adolescents' Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 39-44 ◽  
Author(s):  
Terry L. Rose ◽  
Lee Sherry
Keyword(s):  
Junior High School ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students ◽  
Alternating Treatments Design ◽  
Assigned Reading ◽  
Instructional Procedures ◽  
Student Reading ◽  
School Learning

An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.

scholarly journals Pengelolaan Supervisi Akademik Pengawas Sekolah di Sekolah Dasar Negeri Ngadirejan Kecamatan Pringkuku Kabupaten Pacitan

2015 ◽  
Vol 26 (1) ◽  
pp. 77-82
Author(s):  
Wiyono Wiyono
Keyword(s):  
Elementary School ◽  
Learning Activities ◽  
School Superintendent ◽  
School Teaching ◽  
The Status ◽  
Collection Data ◽  
Negative Perceptions ◽  
School Learning ◽  
Three Stages ◽  
Using Data

The objectives of this study are (1) to describe the implementation of the regulatory supervision of the elementary school learning activities, and (2) to describe the implications of the implementation of the regulatory supervision of the elementary school learning activities. The place of research in SDN  Ngadirejan Pringkuku Pacitan. Collecting data using observations, interviews and documentation. Analysis using data collection, data reduction, data presentation and conclusion. The results showed that: (1) Implementation of the regulatory supervision of teaching in schools on SDN Ngadirejan are in three stages, the school superintendent supervision is based on collaboration with the principal; Problems faced by the school supervisor is supervising the status of rank, seniority and friendship.  (2) The implications of the effectiveness of the regulatory supervision of school on school teaching are the level of preparedness of the schools, the school is very positive perception that supervisors provide assistance, guidance, direction and experience of the teacher towards professionalism and very few negative perceptions, success are achieved after supervision is the existence of physical development for the better.

scholarly journals MODEL STUDENT LEARNING AND ESQ STKIP PANCA SAKTI BEKASI FACING INDUSTRIAL REVOLUSTION 4.0

2019 ◽  
Vol 4 (1) ◽  
pp. 10-17
Author(s):  
Dewi Endah Fajariana
Keyword(s):  
Cognitive Abilities ◽  
Industrial Revolution ◽  
Economic Education ◽  
Management Skills ◽  
Research Subjects ◽  
Problem Solving Skills ◽  
Technological Developments ◽  
Qualitative Descriptive ◽  
Physical Abilities ◽  
Job Competency

The flow of globalization has no longer stopped entering Indonesian territory accompanied by increasingly sophisticated technological developments, the world is now entering the industrial revolution era 4.0. Facing these challenges, universities are required to change, including in producing quality bachelor candidates for future generations. The target of these changes is students in universities, because future job competency needs are cognitive abilities, physical abilities, content skills, process skills, social skills, system skills, complicated problem solving skills, resource management skills and technical skills. Therefore, an innovative lecture is needed so that students do not feel bored and are able to master the science and technology received at college with stable emotional intelligence. Innovative lectures are the delivery of lecture materials using learning models so that students are not bored because the majority of STKIP students, especially economic education, work. This type of research uses a qualitative descriptive approach. Research that intends to understand the phenomenon of what is experienced by research subjects students who contract subjects of microeconomic theory, the Indonesian economy and the introduction of economics A and B.

Children’s Perceived Physical Competence at Different Categories of Physical Activity

1997 ◽  
Vol 9 (3) ◽  
pp. 237-242 ◽  
Author(s):  
Elaine Mullan ◽  
John Albinson ◽  
David Markland
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Repeated Measures ◽  
Perceived Competence ◽  
Competitive Sport ◽  
Physical Competence ◽  
Repeated Measures Anova ◽  
Recreational Activities ◽  
Athletic Competence ◽  
Competitive Activities

This study explored whether children differentiate between their physical capabilities at play activities, informal recreational activities, and formal competitive activities. Harter’s (11) six-item Athletic Competence subscale from the SelfPerception Profile for Children was administered to 578 children and adolescents (ages 7-15 years). The items were modified to refer to three different categories of physical activity instead of sport or outdoor games as used in the original subscale. Repeated measures ANOVA revealed that children differentiated between the three categories of physical activity, and that the competitive sport category was their area of lowest perceived competence. Males had higher levels of perceived competence than females in each category.

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