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Related Concept Videos

Self-Concept01:19

Self-Concept

Self-concept is the cognitive and emotional understanding individuals hold about their identity. It evolves through various developmental stages, beginning in infancy and maturing as children grow. This concept influences how individuals perceive their abilities, interact with others, and manage challenges throughout life.
Infancy and Emerging Recognition
During infancy, self-concept is virtually nonexistent. Babies do not distinguish themselves as separate entities and often mistake their...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Understanding Self-Concept01:20

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The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those aschematic for...
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Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Strategies of Self-Presentation II: Self-Verification01:17

Strategies of Self-Presentation II: Self-Verification

Self-verification is a fundamental psychological drive wherein individuals seek affirmation of their self-concept from others, striving for consistency between their internal self-view and external perceptions. This drive operates even when the self-concept is negative, influencing interpersonal behavior and feedback preferences in complex and often counterintuitive ways. Unlike the self-enhancement motive, which seeks positive evaluations, self-verification prioritizes coherence and...
Self-Efficacy01:29

Self-Efficacy

Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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For which students with learning disabilities are self-concept interventions effective?

Batya Elbaum1, Sharon Vaughn

  • 1School of Education Research, University of Miami, Coral Gables, FL 33146-2439, USA. elbaum@miami.edu

Journal of Learning Disabilities
|October 21, 2004
PubMed
Summary

School interventions for students with learning disabilities (LD) are most effective for those with low self-concept. Targeting interventions based on documented need, not just LD status, maximizes benefits for students.

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Area of Science:

  • Educational Psychology
  • Special Education
  • Developmental Psychology

Background:

  • Previous meta-analyses examined school-based interventions for student self-concept.
  • Self-concept interventions for students with learning disabilities (LD) require further investigation regarding effectiveness.
  • Individual student characteristics may influence intervention outcomes.

Purpose of the Study:

  • To analyze the relationship between pre-intervention self-concept levels and the effectiveness of school-based interventions for students with LD.
  • To determine if students with lower initial self-concept benefit more from interventions.
  • To refine targeting strategies for self-concept interventions in special education.

Main Methods:

  • A meta-analysis of existing studies on school-based self-concept interventions for students with LD.
  • Analysis of intervention effect sizes stratified by students' pre-intervention self-concept levels.
  • Comparison of effect sizes between groups with documented low self-concept and those with varied or unknown levels.

Main Results:

  • Only students with a documented low self-concept showed significant benefits from interventions.
  • Intervention effect sizes were substantially larger for students with low pre-intervention self-concept.
  • Aggregated analyses masked the true intervention effects for the subgroup that benefited most.

Conclusions:

  • Self-concept interventions for students with learning disabilities should be targeted based on identified need (i.e., low self-concept).
  • Assuming a need for intervention based solely on an LD diagnosis is insufficient and may dilute positive outcomes.
  • Practitioners and researchers must prioritize data-driven identification of students for self-concept enhancement programs.