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- W2115414464 abstract "The self-concepts of educable mentally impaired, learning disabled, and nonhandicapped children were assessed using the Student Self-Evaluation (SSE), Teacher Evaluation Scale (TES), and How I See Myself (HISM) test. A Groups × Age × Sex analysis of covariance, with IQ effects statistically controlled, was computed for each measure. On the SSE, the groups were significantly different, with nonhandicapped students having better self-concepts than learning disabled students, and learning disabled students having better self-concepts than educable mentally impaired students. Teacher estimates of self-concept (TES) indicated that nonhandicapped students have better self-concepts than have handicapped students. For the HISM scores, there was a Group × Sex interaction, but no significant main effects; there was no consistent pattern to the interactions. The results suggest that handicapped children, as a group, have a lower self-concept than have nonhandicapped children. Implications for educational programming and future research are offered." @default.
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- W2115414464 date "1984-07-01" @default.
- W2115414464 modified "2023-10-18" @default.
- W2115414464 title "Academic self-concept and teachers' perceptions of normal, mentally retarded, and learning disabled elementary students" @default.
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- W2115414464 doi "https://doi.org/10.1002/1520-6807(198407)21:3<343::aid-pits2310210312>3.0.co;2-m" @default.
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