This study examined the effect of participation in a self-understanding program on the academic self-concept of students with learning disabilities in a rural, upstate New York, school district. Sixteen students between the ages of 8 to 11 were randomly assigned to one of four groups. In order to control for history and maturation, a Solomon Four-Group Design was used. Results of the 2X2 ANOVA indicate that participation in the six-week self-understanding group did not significantly increase the participants' academic self-concept scores. Results of the one way ANOVA indicate that the difference between the change in score from pretest to posttest between the treatment group and control group was significantly greater for the treatment group, suggesting that when not controlling for testing, the students in the pre/post test treatment group made significant gains on their academic self-concept score. The results of the present study should be treated with caution because the small sample size was small. Therefore, future research should be conducted to further investigate the existence of a relationship between participation in a self-understanding group and ones' academic self-concept.
Library of Congress Subject Headings
Learning disabled children; Self-perception in children
Department, Program, or Center
Department of Psychology (CLA)
Peters, Naomi, "Effect of participation in a self-understanding curriculum on the academic self-concept of children with learning disabilities" (1999). Thesis. Rochester Institute of Technology. Accessed from
RIT – Main Campus