Academic, social, and general self-concepts of behavioral subgroups of learning disabled children.

This study assessed perceived competence in 60 children (aged 8–13 yrs) who were classified into 4 carefully matched groups: (1) non-learning-disabled (non-LD), non-behavior-disordered, (2) LD, non-behavior-disordered, (3) LD with externalizing symptoms, and (4) LD with externalizing and internalizing symptoms. Results indicated that the scores of the non-behavior-disordered groups were higher than those of the behavior-disordered groups in cognitive, social, and general self-concept. The scores of the non-LD group did not differ from those of the non-behavior-disordered LD group. Correlation and regression analyses demonstrated that cognitive and social self-concept are at least as strongly related to behavioral factors as they are to achievement level. Implications for education and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)