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.
|Numero di pagine||11|
|Stato di pubblicazione||Published - 2012|
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