Comparability of Self‐concept among Normal Achievers, Low Achievers and Children with Learning Difficulties

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Abstract
Self‐concept ratings of normally and low achieving students in regular classes were compared with those of children facing academic difficulties and attending special education classes. Children's perceptions of scholastic competence and feelings of global self‐worth were measured using the Perceived Competence Scale for Children (Harter, 1982). Participants in the study were 424 children enrolled in the third to sixth primary school grades. Results indicated that special class children rated themselves more negatively than their normally achieving peers on both academic self‐concept and global self‐worth. They also rated themselves more negatively than their low achieving peers on academic self‐concept; no differences existed between these two groups on global self‐worth. The results are discussed in the light of the nature of the Greed educational system and the pressure put on children for academic excellence.