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Title of Thesis

Erum Maqbool
Institute/University/Department Details
University of Karachi/Institute of Clinical Psychology
Clinical Psychology
Number of Pages
Keywords (Extracted from title, table of contents and abstract of thesis)
disabled school children, learning disability, aspiration level, self concept, esteem, reading achievement, student adjustment

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 Children’s 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 student’s adjustment and the four ability/achievement combination groups. Pearson Product Moment Correlation Coefficient were computed on student’s self concept scores and their overall school achievement scores as well as between teachers rating of student’s 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 Tukey’s 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 student’s 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.

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1428.04 KB
S. No. Chapter Title of the Chapters Page Size (KB)
1 0 Contents/ Abstract
112.14 KB
2 1 Introduction/Literature Review 1
508.74 KB
  A. Learning Disability 1
  a Causes of and Factors Contribution to Learning Disabilities 3
  b Academic vs Developmental Learning Disabilities 5
  c Factors to Consider in Definitions of Learning Disabilities 7
  d Some Definitions 23
  e Underachievement v/s Leaning Disability 26
  f Prevalence of Learning Disabilities 27
  B Achievement and Aspiration Level 29
  a Aspiration Level 32
  C Self Concept/Esteem 34
  a Self Concept and Achievement 36
  D Cross Cultural Issues in the Understanding of Self-Concept 45
  E Learning Disabilities and Adjustment 49
  F Gender Differences in Reading Ability and Self Concept 60
3 2 Problem and Rationale 64
71.84 KB
  i Hypotheses 65
4 3 Method 74
137.78 KB
  A Sample 74
  B Materials 76
  C Procedure 83
  D Statistical Analysis 90
5 4 Results 93
231.7 KB
6 5 Discussion 120
267.32 KB
  i Prevalence 121
  ii Relationship between Gender and Self Concept 121
  iii Relationship between Ability and Self Concept 124
  iv Relationship between Reading Achievement/Overall School Achievement/Aspiration Level with Self Concept 125
  v Relationship between Student Adjustment and Self Concept/Reading Achievement 133
  vi Relations between Ability/Reading Level and Self-Concept 140
  vii Conclusions 146
  viii Suggestions for further Research 151
7 6 Bibliography 154
249.21 KB
8 7 Appendix
89.71 KB