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• W205657286 abstract "Recently and despite definitional problems, a clearly identifiable group of children hasemerged characterized as 'learning disabled' for which programming and hencespecialized services are being made available in the Greek state school setting. A morecomplete description of these children seems necessary in order to find out if and howthey differ from other children in personality and whether their academic difficultieshave created unique problems for them. The purpose of the present study was, then, toempirically investigate the comparative differences in measures of self-concept(academic and general), locus of control and causal attributions in Special and RegularClass primary school children, in Greece.424 children enrolled in the third through sixth primary school grades served assubjects. The sample was drawn from state schools located within the three educationaldistricts in the county of Attiki. There were 72 Special Class, and 352 Regular Classchildren. The Regular Class children were classified as Low Achievers (LA) andNormal Achievers (NA) on the basis of their school grades.Three self report questionnaires were used; the Perceived Competence Scale forchildren (PCS), and the Self Description Questionnaire (SDQ) were used to measureacademic self-concepts and global self-esteem. The two cognitive competence scalesfrom the PCS and the two subject-specific scales from the SDQ were used to assesschildren's perceptions of their academic abilities. Global self-esteem was measured by ascale from the PCS. The Intellectual Achievement Responsibility Questionnaire (IAR)was used as a measure of locus of control and causal attributions. Teacher ratings ofacademic performance in Reading and Maths and a Mathematics Test prepared by theresearcher were used as achievement measures.The primary independent variable was group inclusion and school achievement. Inaddition sex and age differences were investigated.Results showed significant and consistent between group differences. Special Classchildren were found to differ significantly from Normal Achievers on academic self-concepts and global self-esteem. There were also significant differences between Lowand Normal achievers on academic self-concepts but not on global self-esteem. SpecialClass children differed from the other two groups on their locus of control orientationand attributional patterns as well. They attributed both their successes and their failuresto external factors, thus fitting the picture of 'learned helplessness'. Low achieversseem to hold the same attributional patterns as Normal Achievers, attributing theirsuccesses to their efforts and their failures externally. Suggestions are made that this islikely to be due to societal pressures.Developmental differences were evident in relation to locus of control, with olderchildren showing greater internality. There were also age differences in relation toPerceived Competence Evaluation (PCE), in Special Class children, implying that thisgroup of children develop more negative academic self-concepts as they grow older.Results seem to suggest that academic underachievement accompanied by Special Classplacement had a substantial effect on children's academic self-concept, global selfesteemand pattern of attributions." @default.
• W205657286 created "2016-06-24" @default.
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• W205657286 date "1992-01-01" @default.
• W205657286 modified "2023-09-23" @default.
• W205657286 title "Academic achievement, self concept, and locus of control in special and regular Greek primary school children" @default.
• W205657286 hasPublicationYear "1992" @default.
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