ERIC Number: ED466919
Record Type: RIE
Publication Date: 2002
Comparison of Self Esteem Factors between Students in Cross Categorical and in General Education Settings.
Hodgson, J.; Hoover, L.; Kumpf, S.; Williams, L.
This report discusses the outcomes of a study that examined four factors (academics, peer relationships, personal security, and family acceptance) as they related to the self-esteem of students with and without disabilities. The instrument used to measure these factors was the adapted Self-Esteem Inventory containing 58 questions. The survey was given to 136 students (1-7 grades), 76 were in general education settings and 60 were in education placements, in five urban schools within four districts in Maricopa County, Arizona. Results of the survey indicate that there was no significant difference in the overall self-esteem of students in general education and special education within gender, primary handicapping conditions, placement, or grade. Results of the survey relating to peer popularity indicate that all students felt equally popular with their peers. In addition, students with emotional and/or behavioral disabilities reported a more positive self-esteem in this component than other students with disabilities. Overall, personal security yielded the most negative responses of the self-esteem components. Finally, with respect to family acceptance, the study revealed that all students felt equally accepted. (Contains 23 references.) (CR)
Descriptors: Academic Achievement, Age Differences, Disabilities, Elementary Secondary Education, Family Influence, Inclusive Schools, Parent Child Relationship, Peer Acceptance, Peer Relationship, Performance Factors, Self Concept, Self Esteem, Severity (of Disability), Sex Differences, Special Programs, Student Attitudes, Student Placement
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Arizona State Univ.-West, Phoenix.
Authoring Institution: N/A