Date of Award
4-21-2008
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Rose Sevcik - Chair
Second Advisor
MaryAnn Romski
Third Advisor
Robin Morris
Fourth Advisor
Chris Henrich
Abstract
Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept.
DOI
https://doi.org/10.57709/1061222
Recommended Citation
Donohue, Dana Karen, "Self-concept in Children with Intellectual Disabilities." Thesis, Georgia State University, 2008.
doi: https://doi.org/10.57709/1061222