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.

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.

Identity, self-story and desistance from crime

2015 ◽  
Vol 17 (3) ◽  
pp. 219-230 ◽  
Author(s):  
Kevin O'Sullivan ◽  
Richard Kemp ◽  
David Bright
Keyword(s):  
Design Methodology ◽  
Self Concept ◽  
Psychological Interventions ◽  
Content Type ◽  
Qualitative And Quantitative ◽  
Narrative Study ◽  
Theoretical View ◽  
Desistance From Crime ◽  
Empirical Foundation ◽  
Practical Implications

Purpose – The purpose of this paper is to lay the groundwork for a narrative study of desistance that is both qualitative and quantitative. Design/methodology/approach – The review traces the strands of research that have made self-story an important theme in the study of desistance with particular reference to work since 2001. Findings – The importance of an agentic self-story in the process of desistance from crime came to prominence in the work of Shadd Maruna (1997, 2001). Since then authors have attempted to formulate: first, an integrated theoretical view of desistance incorporating agency; and second, a clinically useful understanding of how self-story is important. The clinical studies have almost always been qualitative, relying on extensive life history interviews which yield great richness of detail but few, if any, testable hypotheses. To date, such studies have not provided the empirical foundation on which to develop policy in correctional environments. Practical implications – If it is found that a measure of self-belief correlates with desistance from crime, it may be possible to devise psychological interventions to enhance and change self-belief. Originality/value – The paper proposes adding a quantitative approach to the measurement of self-concept in order to estimate the likelihood of desistance.

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.

Differences in Levels of Parental Stress among Mothers of Learning Disabled, Emotionally Impaired, and Regular School Children

1994 ◽  
Vol 78 (2) ◽  
pp. 583-592 ◽  
Author(s):  
Gerald B. Fuller ◽  
Robert E. Rankin
Keyword(s):  
Public Schools ◽  
Parental Stress ◽  
Learning Disabled ◽  
Stress Index ◽  
Regular School ◽  
Education Group ◽  
Group 3 ◽  
Group 2 ◽  
Emotionally Impaired ◽  
Group 1

This study examined the stress among mothers of children in regular and special education. The sample of 45 mothers had children enrolled in public schools from Kindergarten to Grade 8. To three groups, Group 1 of mothers with children in regular education, Group 2 of mothers with children classified as learning disabled, and Group 3 of mothers with children classified as emotionally impaired, the Parenting Stress Index was given to examine whether differences in stress among groups were significant. An analysis of variance and Tukey's HSD indicated significant differences in the Child Domain and on certain child subscales (Acceptability, Mood, Distractibility, Reinforcement), with Group 3 scoring significantly higher than Group 1. Groups 2 and 3 scored significantly higher on the Total Child Domain than Group 1. Group 3 also scored higher than Group 1 on the Parent Domain and on the sum of both domains.

Development of learning-disabled and normally achieving children's causal attributions

1985 ◽  
Vol 13 (4) ◽  
pp. 639-647 ◽  
Author(s):  
Janet Kistner ◽  
Karen White ◽  
Mary Haskett ◽  
Frank Robbins
Keyword(s):  
Causal Attributions ◽  
Learning Disabled ◽  
Normally Achieving

Self-concept, product involvement and consumption occasions

2017 ◽  
Vol 119 (6) ◽  
pp. 1362-1377 ◽  
Author(s):  
David Roe ◽  
Johan Bruwer
Keyword(s):  
Positive Association ◽  
Self Esteem ◽  
Self Concept ◽  
Purchase Decision ◽  
Product Choice ◽  
Product Involvement ◽  
Content Type ◽  
Store Environment ◽  
Practical Implications ◽  
Sydney Australia

Purpose The purpose of this paper is to examine the extent to which consumer self-concept (self-esteem) and product involvement influences the wine purchase decision at the retail level given the anticipated consumption occasion. The predictive effects of self-concept on this interaction were also explored. Design/methodology/approach Data collection was in the independent specialist fine wine store environment in Sydney, Australia. Central to the study was the development of a 33-item multi-dimensional fine wine involvement scale (Cronbach’s α =0.846 for 26 final items) for measuring consumers’ involvement. Findings Wine product involvement deepens with age but low involvement consumers perceiving risk in making the wrong product choice may well purchase fine wines for situations where self-concept is a moderating factor. In the case of low involvement wine consumers a positive association exists between situational wine choice and self-concept but no significant differences exist for self-concept across any of the consumption occasions. Age and self-concept were both confirmed as linked to levels of consumption. The findings support the notion that wine consumers aged 45 years and older are significantly more disposed to purchase fine wine products. Practical implications For self-concept to be relevant to purchase it follows that the wine consumption occasion must be conspicuous. Originality/value This study is the first to examine the extent to which consumer self-concept and product involvement influences the wine purchase decision at the retail level given the anticipated consumption occasion.

A family-enterprise collective certification trademark: consumer insight

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anna Maria Nikodemska-Wolowik ◽  
Piotr Zientara ◽  
Anna Zamojska
Keyword(s):  
Family Business ◽  
Design Methodology ◽  
Family Firms ◽  
Research Work ◽  
Strong Relationship ◽  
Content Type ◽  
Family Enterprise ◽  
Negative Perceptions ◽  
Consumer Insight ◽  
Practical Implications

PurposeThe purpose of this study is to find out how consumers respond to a proposed family-enterprise collective certification trademark and how they perceive family firms in general.Design/methodology/approachThe paper employs a quantitative approach. It draws on a questionnaire survey conducted among 1,091 Polish consumers in January 2018. Statistical methods, such as exploratory factor analysis, were applied.FindingsPolish consumers responded positively to the proposed trademark. It also turned out that those who pay attention to the producer or the brand owner in a given sector also pay attention to the symbols placed on products or services from these sectors. There was a strong relationship between consumers' positive perceptions of family firms and their assessments of the proposed trademark. This did not extend to negative perceptions. The findings from this study may be generalisable to other post-communist societies.Practical implicationsFamily firms should redouble their efforts to introduce a family-enterprise collective certification trademark (not only in Poland, but also in those countries where such a trademark is non-existent). This should be handled by umbrella bodies for family business.Originality/valueLittle research work, based on a large and representative sample, has so far focussed on the issue of how consumers respond to a family-enterprise identity. The value of this study lies in deepening understanding of the processes and mechanisms that underlie the organisation–consumer relationship within the context of family-enterprise operation.

scholarly journals Sociometric Popularity, Perceived Peer Support, and Self-Concept in Adolescence

2020 ◽  
Vol 11 ◽  
Author(s):  
Arantza Fernández-Zabala ◽  
Estibaliz Ramos-Díaz ◽  
Arantzazu Rodríguez-Fernández ◽  
Juan L. Núñez
Keyword(s):  
Secondary School ◽  
Peer Support ◽  
Secondary School Students ◽  
Basque Country ◽  
School Context ◽  
Structural Equations ◽  
Self Concept ◽  
School Students ◽  
The Family ◽  
Practical Implications

The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country (49.6% boys and 50.4% girls) between 12 and 18 years of age (M = 14.32, DT = 1.36) participated voluntarily. All of them completed a sociometric questionnaire (SOCIOMET), the Family and Friends Support Questionnaire (AFA-R), and the Dimensional Self-concept Questionnaire (AUDIM-33). Several models of structural equations were tested. The results indicate that sociometric popularity is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context.

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