A Comparative Psycho-educational Analysis of Learning Disabled and Normal Adolescents
Keywords:
Learning disabilities, Adolescents, Self-esteemAbstract
This study examines the effects of continuing school failure on self-esteem, success and failure attribution and the rationalization of these failures. The subjects were a group of 35 Learning Disabled Adolescents (mean age 14) divided into two groups (LDA-1 and LDA-2) on the basis of severity, and a contrast group of 17 normally functioning boys (NONLDAs). Students were selected on the basis of teacher referral, the WISC-R, WRAT and a composition score. Following selection the Intellectual Achievement Responsibility Scale, the Hopelessness Scale, the Irrational Beliefs Test, the Multiple Affect Adjective Checklist, the Measure of Individual Differences in Achieving Tendency, the Coopersmith Self-Esteem Inventory and an Anagram Frustration Task were administered. The self-esteem of the two LDA groups was not significantly below that of the NONLDAs, although results were in the anticipated direction with the LDA-2 group having the lowest self-esteem. Regarding hopelessness, LDAs were more pessimistic. An overall increase in negative feelings, particularly anxiety and hostility, was found to be associated with a lower self-concept particularly so in the LDA-2 group. Against expectations, the LDAs produced lower total irrational beliefs scores; for all groups a lower self-concept was associated with an increase in irrational beliefs. The LDAs did not react with greater frustration to the anagram task. The students, regardless of group, assumed equal responsibility for success and failure. It was concluded that the LDA can be regarded as a person with somewhat lower self-esteem who views the future with anxiety, hostility and pessimism, but who does not accept the rational implications of these feelings.
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