Maqbool, Erum (2002) RELATIONSHIP BETWEEN SELF-CONCEPT AND ACHIEVEMENT AMONG READING AND NON-READING DISABLED SCHOOL CHILDREN. PhD thesis, University of Karachi, Karachi.
The present study aimed a investigating the relationship between self-concept and achievement among reading and non-reading disabled school children. The effect o various other variables on self-concept was also studied, i.e., ability, aspiration level, gender, overall school achievement and adjustment. The sample of the present study comprised of 703 students. The ages of the subject sample ranged between 12 years 0 months to 12 years 11 months and 30 days. Twelve hypotheses were formulated for investigation. The first seven hypotheses were based on the total sample. The last five hypotheses were formulated on limited data based on the discrepancy definition of reading disability. These four groups were a combination of students represented by two levels each of ability (high/low) and achievement (good/poor). Self concept was studied in relation to these four groups. An adapted version of the Piers-Harris ChildrenÃÂÃÂ¢ÃÂÃÂÃÂÃÂs Self Concept Scale, the Standard Progressive Matrices, the Wide Range Achievement Test-Revised Level-2, reading subtest, aspiration and adjustment level rating scales were administered to the students. Statistical analysis of the data was done and mean comparison t-tests were computed to assess the significance of difference between the self concept scores of the sexes, ability groups, achievement groups, teacher ratings of studentÃÂÃÂ¢ÃÂÃÂÃÂÃÂs adjustment and the four ability/achievement combination groups. Pearson Product Moment Correlation Coefficient were computed on studentÃÂÃÂ¢ÃÂÃÂÃÂÃÂs self concept scores and their overall school achievement scores as well as between teachers rating of studentÃÂÃÂ¢ÃÂÃÂÃÂÃÂs adjustment and their self concept scores. Inter-correlations of the entire sample were computed to observe the effect of various variables on each other. Chi-square test was performed to assess the association between aspiration level and subjects belonging to high and low self-concept groups. One-way ANOVA and TukeyÃÂÃÂ¢ÃÂÃÂÃÂÃÂs HSD tests were performed to test the mean difference in the self-concept of the four ability/achievement groups. Multiple linear regression was performed to tap the predictors of self concept. Principal component analysis was performed to see how much of variance was explained by each of the variables. Results showed that overall school achievement and self concept are significantly and positively correlated. Significant and positive correlations were also found between teacher ratings of student adjustment and studentÃÂÃÂ¢ÃÂÃÂÃÂÃÂs own self-concept. The good reading achievement group displayed significantly better self-concept than the poor reading achievement group. The difference between self-concept scores of the two genders and the two ability groups were found to be insignificant. The result of self concept differences between the four ability/achievement groups were mixed. Good readers differed significantly from poor readers with respect to their adjustment ratings. Findings inconsistent with the hypothesized directions were discussed in the context of cultural issues. Avenues for further research have also been suggested.
|Item Type:||Thesis (PhD)|
|Uncontrolled Keywords:||disabled school children, learning disability, aspiration level, self concept, esteem, reading achievement, student adjustment|
|Subjects:||Social Sciences(g) > Psychology (g16)|
|Deposited By:||Mr. Muhammad Asif|
|Deposited On:||09 Sep 2006|
|Last Modified:||04 Oct 2007 21:01|
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