The self concept of the adolescent with learning disabilities

The Coopersmith Self Esteem Inventory (CSEI) was administered to 23 Ss diagnosed to have learning disabilities, and normally achieving seventh graders (N = 70) to investigate: a) whether differences exist between the self-esteem of the adolescent with learning disabilities and the normally achieving adolescent, b) the dimensions of self concept in which these differences occur, and c) the relationship between self concept and the number of years in the special classroom for the adolescent with learning disabilities. The data were fitted to a 2 X 2 (ability X school) fixed effects non-orthogonal multivariate analysis of variance model. A significant difference (p less than .05) in "social self-peer" self concept favoring the "normally" achieving S's was found. A trend was evidenced for more negative "general self" and "school-academic" self concepts for the learning disabilities sample. Number of years in the special class did not appear associated with self concept as measured by the CSEI.