Teacher Ratings and Self Concept Reports of Retarded Pupils

1973 ◽  
Vol 40 (3) ◽  
pp. 178-183 ◽  
Author(s):  
Bert O. Richmond ◽  
J. Leon Dalton
Keyword(s):  
Academic Success ◽  
Educational Program ◽  
Mentally Retarded ◽  
Teacher Ratings ◽  
Academic Ability ◽  
Emotional Behavior ◽  
Self Concept ◽  
Social And Emotional ◽  
Educable Mentally Retarded ◽  
The Relationship

This study examines the relationship between self ratings and teacher ratings of 100 children in classes for the educable mentally retarded. The results indicate that the self images of these pupils are positively related to the teachers' image of their academic ability. The teachers' ratings of each pupil's social and emotional behavior were not correlated significantly with the child's perception of his social or emotional relationship. In addition, the educable mentally retarded subjects in this study did not perceive their standing among peers to be positively correlated to academic success. Implications of these findings for the pupils ' educational program are suggested.

Measuring the Self Concept of Ability as a Worker

1972 ◽  
Vol 39 (2) ◽  
pp. 126-132 ◽  
Author(s):  
Donald A. Burke ◽  
Donald F. Sellin
Keyword(s):  
Program Evaluation ◽  
Internal Consistency ◽  
Work Ability ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Interview Technique ◽  
Educable Mentally Retarded ◽  
Relationship Of ◽  
The Relationship

The relationship of self concept of ability to performance is discussed, and the need for a measurement device for the self concept of work ability of educable mentally retarded adolescents is identified. A scale described in this article employs an interview technique and is intended to be used by teachers and vocational workers. Statistical evidence concerning reliability and internal consistency are presented. The scale is offered for both research and program evaluation as well as client centered diagnostic purposes. *

Varying Preschool Arrangements and Self-Concepts of Educable Mentally Retarded Children in Grade 1

1988 ◽  
Vol 66 (3) ◽  
pp. 1013-1014
Author(s):  
Joe M. Blackbourn
Keyword(s):  
Mentally Retarded ◽  
Positive Influence ◽  
Self Concept ◽  
Preschool Experience ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

Differences in measured self-concept among educable mentally retarded children in Grade 1 were examined. Subjects included 90 children randomly selected from larger populations with varying preschool experiences. An initial positive influence of preschool experience on self-concept in Grade 1 appeared to be more pronounced among those subjects exposed to nonhandicapped peers.

The Effect of Group Counseling on Educable Mentally Retarded Boys’ Self Concepts

1969 ◽  
Vol 35 (5) ◽  
pp. 359-366 ◽  
Author(s):  
Philip H. Mann ◽  
James D. Beaber ◽  
Milton D. Jacobson
Keyword(s):  
Group Counseling ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Control Groups ◽  
Mentally Handicapped ◽  
Significant Difference ◽  
Educable Mentally Retarded ◽  
And Control ◽  
Significant Factors

The effects of group counseling on the self concepts of young educable mentally handicapped boys were studied, along with the variables of anxiety, deportment and achievement in reading and arithmetic as rated by teachers, attendance, IQ, and age. Results indicated that those who received group counseling tended to exhibit greater improvement in self concept, more reduction in anxiety, and better grades in deportment and the academic subjects of reading and arithmetic, than those who did not receive the counseling. No significant difference was found between experimental and control groups in attendance. Age and IQ were not found to be significant factors in the counseled group.

Self-Concepts of Institutional and Non-Institutional Educable Mentally Retarded Children

1974 ◽  
Vol 38 (3) ◽  
pp. 977-978 ◽  
Author(s):  
James C. Montague ◽  
Bob N. Cage
Keyword(s):  
Special Education ◽  
Public School ◽  
Mentally Retarded ◽  
Self Concept ◽  
Self Perception ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

20 public school special education and 20 institutionalized educable mentally retarded children were compared on an experimental I Feel—Me Feel self-perception scale. No significant differences in self-concept were found between the institutional and non-institutional groups or between sexes. All children had generally good self-concepts.

Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children

1980 ◽  
Vol 47 (2) ◽  
pp. 591-596 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Children ◽  
Three Samples ◽  
The Mean ◽  
Educable Mentally Retarded ◽  
The Relationship ◽  
Selection Of

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

scholarly journals The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

2020 ◽  
Vol 17 (22) ◽  
pp. 8323
Author(s):  
Pablo Usán Supervía ◽  
Carlos Salavera Bordás ◽  
Víctor Murillo Lorente
Keyword(s):  
Academic Success ◽  
Goal Orientation ◽  
School Environment ◽  
Academic Engagement ◽  
Self Concept ◽  
Task Orientation ◽  
School Students ◽  
Mediating Role ◽  
The Relationship

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale—Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

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