A Comparative Psycho-educational Analysis of Learning Disabled and Normal Adolescents
Mots-clés :
Learning disabilities, Adolescents, Self-esteemRésumé
Cette étude traite des effets des échecs scolaires répétés sur l'estime de soi, le jugement de succès et d'échec ainsi que la rationalisation de ces échecs. On a testé un groupe de 35 adolescents présentant des difficultés d'apprentissage (ATA) (âge moyen de 14 ans) que l'on a divisé en deux sous-groupes (ATA-1, ATA-2) selon le degré de difficulté par rapport à un groupe de 17 garçons aux aptitudes normales. Ces élèves ont été choisis par des professeurs, le WISC-R (test), le WRAT (test) et selon la note attribuée à une composition. On leur a fait ensuite subir le Intellectual Achievement Responsibility Scale, le Hopelessness Scale, le Irrational Beliefs Test, le Multiple Affect Adjective Checklist, le Measure of Individual Differences in Achieving Tendency, le Coopersmith Self-Esteem Inventory et le Anagram Frustration Task. Il semble que l'estime de soi chez les deux groupes d'ATA n'était pas beaucoup inférieure à celle des AAN (adol. apt. nor.) bien que les résultats des tests laissent croire que les ATA aient une moins grande estime d'eux-mêmes. Toutefois, les ATA sont plus pessimistes. De plus on constate que les sentiments négatifs tels que l'anxiété et l'hostilité sont plus fréquents chez les sujets dont le concept de soi est moins élevé, ce qui caractérise davantage les ATA du groupe 2. Contrairement à ce que l'on avait prévu, les ATA présentaient, dans l'ensemble, moins de croyances illogiques. Les ATA n'ont pas montré une plus grande frustration aux tests d'anagrammes. Et quel que soit le groupe auquel ils appartenaient, les étudiants ont assumé également leurs succès et leurs échecs. On a donc conclu que les ATA peuvent être considérés comme des personnes dont l'estime de soi est moins élevée, qui conçoivent l'avenir avec anxiété, hostilité et pessimisme, mais qui n'acceptent pas les implications rationnelles de ces sentiments.
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