SELF-ESTEEM AT SCHOOL AND SELF-HANDICAPPINGIN CHILDHOOD: COMPARISON OF GROUPS WITHLEARNING DISABILITIES

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16 Citazioni (Scopus)

Abstract

Recent research has focused on the role of self-esteem and selfhandicappingstrategies in the school domain. Self-handicapping refers to maladaptivestrategies employed by adults and children for protection and maintenanceof positive school self esteem. In this study the self-esteem and the self-handicappingstrategies of children with dyslexia, reading comprehension disabilities, andmathematical disabilities were compared to a control group with normal learning.There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade3 of primary school. These pupils were selected by scores on a battery of learningtests commonly used in Italy for assessment of learning disabilities. Analyses suggestedthese children with dyslexia, reading comprehension disabilities, and mathematicaldisabilities had lower ratings of self-esteem at school and employed moreself-handicapping strategies than did children whose learning was normal. Moreresearch is required to identify and examine in depth the factors that promote adaptivestrategies to cope with children’s reading difficulties.
Lingua originaleEnglish
pagine (da-a)952-962
Numero di pagine11
RivistaPsychological Reports
Volume111
Stato di pubblicazionePublished - 2012

All Science Journal Classification (ASJC) codes

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