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ERIC Number: ED201132
Record Type: RIE
Publication Date: 1980-Sep
Pages: 29
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Affective Reactions to Academic Outcomes: A Social Comparison Perspective.
Smith, Monte D.
A series of studies with learning disabled (LD) elementary grade students in eight schools investigated the relationship between class placement (regular class, part time regular class, or special class) and self concept. Ss were administered the Piers Harris Children's Self Concept Scale before and after placement changes. Results included the following: school labeled LD children in regular classrooms exhibited negative self regard; placement of LD labeled children in resource rooms with similarly handicapped children on a half day basis was associated with increased self regard; placement of LD labeled children into self contained LD classrooms was associated with increased self regard; when LD labeled children in self contained LD classrooms were mainstreamed on a half day basis, their self regard escalated dramatically; and when LD labeled children in self contained LD classrooms were mainstreamed on a full day basis, their self regard decreased. Results were compared with other studies showing that when exceptionally talented children are separated in homogeneous classrooms, their average level of self esteem is as low as children failing in regular classes. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Meeting of the American Psychological Association (Montreal, Canada, September, 1980).