scholarly journals Understanding the Socio-Emotional Impact of Dyslexia in the Inclusive Classroom

2020 ◽  
Author(s):  
Trevor O’ Brien
Keyword(s):  
Self Esteem ◽  
Self Concept ◽  
Inclusive Classroom ◽  
Emotional Impact ◽  
Typically Developing ◽  
Inclusive Practices ◽  
Teacher Understanding ◽  
Self Perceptions ◽  
External Forces ◽  
Negative Feelings

Much of the literature pertaining to children’s experiences of dyslexia points to low self esteem and low self-concept as compared with typically developing peers (i.e. those without dyslexia). While the specific difficulties associated with dyslexia may present challenges for those children, the author outlines how external forces such as the environment, relationships and teacher understanding may contribute to (or alleviate) such negative self perceptions. While children may learn and process information differently, negative feelings are often compounded by a teacher’s lack of knowledge regarding this different way of learning in the inclusive classroom. In order to develop truly inclusive practices in schools, it is imperative that contextual issues impacting children are understood and that this understanding is utilised to improve outcomes for all children, including those with dyslexia. It is also contended that children should be at the centre of this process and their views on how they learn best must be considered paramount.

Analysis of Self-Concept in Older Adults in Different Contexts

2004 ◽  
Vol 20 (4) ◽  
pp. 262-274 ◽  
Author(s):  
Manuel de Gracia Blanco ◽  
Josep Garre Olmo ◽  
María Marcó Arbonès ◽  
Pilar Monreal Bosch
Keyword(s):  
Older Adults ◽  
Nursing Home ◽  
Depressive Symptoms ◽  
External Validity ◽  
Aging Process ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Self Perceptions ◽  
Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

Change, Reliability, and Stability in Self-perceptions in Early Adolescence: A Four-year Follow-up Study

1995 ◽  
Vol 18 (2) ◽  
pp. 351-364 ◽  
Author(s):  
Taru Lintunen ◽  
Esko Leskinen ◽  
Marja Oinonen ◽  
Marjo Salinto ◽  
Paavo Rahkila
Keyword(s):  
Profile Analysis ◽  
Self Esteem ◽  
Time Profile ◽  
Self Concept ◽  
Self Assessment ◽  
Self Perceptions ◽  
Follow Up Study ◽  
The Mean ◽  
Simplex Models

Changes in self-perceptions of fitness, appearance, and self-esteem among adolescents were assessed in a 4-year follow-up study. Both the changes in the mean levels across time (profile analysis), and the changes in the reliability and stability of individual differences (i.e. covariance stability as test-retest correlations) were examined. The subjects (64 boys, 49 girls) were 11 years old at the first annual measurement. Self-esteem was assessed using the Rosenberg Self-Esteem Scale, as well as self-assessment questionnaires specifically designed for this study to assess Perceived Fitness and Perceived Appearance. MANOVA-and Simplex-models were used in the analysis. Our results among the girls were in accordance with the gradual consolidation hypothesis, so that self-perceptions become more fixed with increasing age. The boys showed highly stable self-perceptions throughout the follow-up, which may indicate the early emergence of a fixed self-concept. Self-esteem increased with age but changes in perceived fitness were small over time. The decrease in perceived appearance found among the girls but not among the boys was in accordance with the gender intensification hypothesis.

scholarly journals Who I Am

2016 ◽  
Vol 37 (2) ◽  
pp. 236-266 ◽  
Author(s):  
Mimi Tatlow-Golden ◽  
Suzanne Guerin
Keyword(s):  
Young People ◽  
Early Adolescence ◽  
Self Esteem ◽  
Mixed Methods Study ◽  
Self Concept ◽  
Social Self ◽  
Self Perceptions ◽  
School Based ◽  
The Social ◽  
Diverse Backgrounds

Self-concept research in early adolescence typically measures young people’s self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people’s own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study identified factors valued most by 526 young people from socioeconomically diverse backgrounds in Ireland (10-12 years), and explored the meanings associated with these in a stratified subsample ( n = 99). Findings indicate that self-concept scales for early adolescence omit active and social self factors and meanings valued by young people, raising questions about content validity of scales in these domains. Findings also suggest scales may under-represent girls’ active and social selves; focus too much on some school-based competencies; and, in omitting intrinsically salient self domains and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem.

scholarly journals Adult Attachment for Reconstructing Adolescents’ Learning Identity and Awareness

2019 ◽  
Vol 3 (1) ◽  
pp. 1-18
Author(s):  
Ratna Sari Dewi ◽  
Nurhayati Nurhayati
Keyword(s):  
Adult Attachment ◽  
Self Esteem ◽  
Reciprocal Relationship ◽  
Self Concept ◽  
Learning Approaches ◽  
Learner Identity ◽  
Self Perceptions ◽  
Self Development ◽  
Learning Identity ◽  
The Way

This study explored how adolescents reconstructed their roles as learners through learning identity and awareness by adult involvement in Sukma Bangsa Pidie (SBP) School. In order to monitor students’ attitudes and learning aspects’ progress, this research employed several observations and interviews (groups and individuals) either by videotaping or voice recording, also students’ database records from school information system (called SISTO). The previous findings advocated that there were variations in the way adolescents performed their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In the other study, the authors also found that students in SBP School were in various categories regarding their levels of learning awareness. It was exhibited by how students dealt with their own learning approaches and how high their existing willingness to learn was. The different levels of learning awareness were survival, establishing stability, approval, and loving to learn. Both learner identity and learner awareness level were almost similar in the way that adolescents experienced. As argued by previous well-known researchers, the child would grow as a good learner with positive improvement of self-concept and self-esteem. Also, the formation of positive self-esteem in adolescence became a bridge towards their success as demanding learners. Furthermore, adult (in this case teachers and parents) involvement with adolescents’ learning approaches may embolden the learners to become less or more autonomous people. Positive adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception. This study ultimately confirmed that there was a reciprocal relationship between learner identity (motivation, self-perceptions, autonomy, self-development) and learner awareness (survival, establishing stability, approval, loving to learn), then further will support the integrated effects on learner autonomy.

Self-Esteem in Children With Specific Language Impairment

2002 ◽  
Vol 45 (4) ◽  
pp. 700-714 ◽  
Author(s):  
Annette C. Jerome ◽  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Shane L. James
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Social Acceptance ◽  
Self Esteem ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Scholastic Competence ◽  
Self Perceptions ◽  
Preliminary Study

The purpose of this preliminary study was to probe the self-perceptions of a group of children with specific language impairment (SLI) and their typically developing peers. A measure of self-esteem was administered to 46 children between the ages of 6 and 9 years old and 34 children between the ages 10 and 13. In the younger group, there were no statistically significant differences between children with SLI and typically developing children in the way they perceived themselves across domains of competence and acceptance. In the older group, children with SLI perceived themselves more negatively in scholastic competence, social acceptance, and behavioral conduct than did children with typical language development. Differences were evident in areas that were most affected by language impairment.

scholarly journals Do Gender Differences in Academic Attainment Correspond with Scholastic Attitudes? An Exploratory Study in a U.K Secondary School

2020 ◽  
Author(s):  
Charlotte Rebecca Pennington ◽  
Linda Katherine Kaye ◽  
Adam Qureshi ◽  
Derek Heim
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Self Efficacy ◽  
Self Esteem ◽  
Self Concept ◽  
Social Self ◽  
Self Perceptions ◽  
Competence Beliefs ◽  
Second Year ◽  
Gender Achievement

Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom-based attainment and the degree to which these correspond to differences in school-related attitudes. To explore the extent to which gender-achievement gaps in classroom-based performance parallel differences in self-perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second-year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self-efficacy, self-concept, competence beliefs, personal and social self-esteem, and endorsement of gender-subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self-esteem and greater endorsement of science-career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self-concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self-efficacy, competence beliefs, and social self-esteem were positively related to English attainment; academic self-efficacy was positively related to mathematics attainment; and mindset, self-efficacy, self-concept, and competence beliefs were positively related to science attainment. Gender-achievement gaps in classroom-based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self-perceptions and scholastic attitudes.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

"Does what we think of ourselves matter? Self-concept and self-esteem in everyday life"

2006 ◽  
Author(s):  
William B. Swann ◽  
Christine Chang-Schneider ◽  
Katie Larsen McClarty
Keyword(s):  
Everyday Life ◽  
Self Esteem ◽  
Self Concept
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