Relationships Between Self-Esteem, Anxiety, and Achievement in Young Learning Disabled Students
- 1 January 1983
- journal article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 16 (1) , 43-45
- https://doi.org/10.1177/002221948301600117
Abstract
This study investigates the relationships between both the Coopersmith Self-Esteem Inventory and the Sarason General Anxiety Scale for Children and the Peabody Individual Achievement Test (subtests of Mathematics, Reading Recognition, and General Information). Eighty-eight kindergarten through sixth-grade learning disabled children placed in the regular classroom with resource help were tested individually by a certified learning disabilities teacher. Pearson product-moment coefficients of correlation between all variables were determined for the total sample and for each sex. Significant relationships were found between (a) self-esteem and Mathematics, Reading Recognition, and General Information achievement scores for the total group and females, (b) self-esteem and Reading Recognition and General Information achievement scores for males, (c) general anxiety and General Information achievement scores for the total group and for males (negative direction), and (d) general anxiety and self-esteem for the total group and males (negative direction).Keywords
This publication has 5 references indexed in Scilit:
- Intercorrelations Among Measures of Intelligence, Achievement, Self-Esteem, and Anxiety in Two Groups of Elementary School Pupils Exposed To Two Different Models of Instruction1Educational and Psychological Measurement, 1975
- Achievement and Self-Concept in Young LD ChildrenAcademic Therapy, 1975
- Self-Concept as Related to Achievement and Age in Learning-Disabled ChildrenChild Development, 1974
- THE SELF‐CONCEPT AND PUPILS WITH LEARNING DIFFICULTIESThe Slow Learning Child, 1966
- Anxiety in elementary school children: A report of research.Published by American Psychological Association (APA) ,1960