Relationship between self-concept and classroom behavior among learning and nonlearning disabled students in regular classes.
To investigate the relationships of the self-concept with classroom behaviors, the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Self-perception Profile for Learning Disabled Students were administered to 140 learning disabled and 246 nonlearning disabled pupils while teachers completed the Questionnaire on Approach/Avoidance Classroom Behavior toward schoolwork. Correlations showed a meaningful association between scores on the self-concept Behavioral Conduct subscale and rated classroom behavior for subjects of Grades 1 to 4. Also, while the relationship was meaningful for the high achievers, analysis showed few significant relationships for learning-disabled pupils.
Cadieux
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Department of Education, Université du Québec à Hull, Canada.
D000124:Achievement; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology* / Q000534:rehabilitation; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology* / Q000534:rehabilitation; D008282:Mainstreaming, Education; D008297:Male; D011792:Quebec; D012649:Self Concept; D012931:Social Environment