M.A. in School Psychology
Educational Services and Leadership
College of Education
Learning disabled teenagers; Self-esteem in adolescence
The purpose of this study was to examine if participation in structured, self-concept enhancing classroom activities would improve the self-esteem level of adolescents with learning disabilities. Forty-eight high school students identified with learning disabilities participated in this study. One-half of the students served as the control group and worked with the same teacher. The other 24 students were in the experimental group and were instructed by a different teacher who conducted lessons aimed at improving students' level of self-esteem over a period of 15 weeks. Self-esteem scores were obtained by administering the Coopersmith Self-Esteem Inventory to all participants during the pre-test and post-test phases of the study.
Analysis of covariance at the .05 significance level yielded no significant difference in the posttest scores of the control group and the posttest scores of the experimental group on the Coopersmith Self-Esteem Inventory. In addition, a t test conducted at the .05 significance level yielded no significant difference between the Coopersmith Self-Esteem Inventory pretest and posttest scores of the experimental group. A great deal of variation in the Coopersmith Self-Esteem Inventory scores of both groups across the pretest and posttest phases of the study was noted.
Carney, Kathy, "Teaching for the enhancement of self-esteem of adolescents with learning disabilities" (2000). Theses and Dissertations. 1643.