Relationship between self-concept and classroom behavior among learning and nonlearning disabled students in regular classes.

A Cadieux

doi:10.2466/pms.1996.82.3.1043

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Relationship between self-concept and classroom behavior among learning and nonlearning disabled students in regular classes.

A Cadieux

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Abstract

To investigate the relationships of the self-concept with classroom behaviors, the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Self-perception Profile for Learning Disabled Students were administered to 140 learning disabled and 246 nonlearning disabled pupils while teachers completed the Questionnaire on Approach/Avoidance Classroom Behavior toward schoolwork. Correlations showed a meaningful association between scores on the self-concept Behavioral Conduct subscale and rated classroom behavior for subjects of Grades 1 to 4. Also, while the relationship was meaningful for the high achievers, analysis showed few significant relationships for learning-disabled pupils.

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Achievement Child Child Behavior Disorders Female Humans Learning Disabilities Mainstreaming, Education Male Quebec Self Concept Social Environment Journal Article Research Support, Non-U.S. Gov't

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A Cadieux. 1996. Relationship between self-concept and classroom behavior among learning and nonlearning disabled students in regular classes.. https://doi.org/10.2466/pms.1996.82.3.1043

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