Self-concept and children with learning disabilities: observer-child concordance across six context-dependent domains

This study assessed the self-concept of students with learning disabilities (LD), comparing observer ratings and self-reports both within the LD group and across LD, nondisabled, and high-achieving (HA) classes. Using the Multidimensional Self Concept Scale (MSCS) a total of 135 students from the sixth, seventh, and eighth grades rated their self-concepts. Teachers and parents also rated the children's self-concepts using an abbreviated form of the MSCS. Compared to students' ratings, teachers generally underestimated the LD and nondisabled students' self-concepts, but overestimated the HA students' self-concepts. Parents' ratings of children with LD and HA children generally matched their children's self-reports, but the agreement between nondisabled children and their parents varied depending on the domain of self-concept. This study demonstrates the importance of assessing multiple self-concept domains when working with children who have learning disabilities.