LE3 .A278 1997

1997

Holmberg, Diane

Acadia University

Master of Science

Masters

Psychology

Psychology

This study investigated current self-concepts, future self-concepts (i.e., possible selves), and self-perceptions of learning disabilities (LDs) in three groups of adolescents: students with LDs in a specialised residential setting, students with LDs in a public school setting, and students without LDs in a public school setting. Despite academic difficulties, students with LDs were generally comparable to adolescents without LDs (displaying, for example, comparable global self-esteem and similar types of possible selves). Students with LDs in the public school setting, however, did exhibit a more negative academic self-concept than the other two groups, as well as a more global and pervasive view of their LD than students in the residential school group. Relationships between current and future self-concepts in four domains (familial acceptance, academic competence, peer popularity, and personal security) were also examined. While average-achieving students' future self-concepts are closely tied to their current self-concepts, this is not always the case in youths with LDs; explanations and implications of this finding were further discussed. Balance between expected and feared possible selves was also investigated, but did not have a significant effect on outcome variables in this sample. Overall, the presence of an LD, regardless of the educational setting, did not appear to influence global self-esteem or the self-concept in domains other than academics.

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https://scholar.acadiau.ca/islandora/object/theses:2828