A Systematic Literature Review: The Self-Concept of Students With Learning Disabilities

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2023-06-23 DOI:10.1177/07319487231182407

A. Yakut, Savas Akgul

引用次数: 1

Abstract

Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research ( k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.

查看原文本刊更多论文

学习障碍学生自我概念的系统文献综述

由于学习障碍(LD)群体是接受特殊教育服务的最大群体，因此有必要在全球范围内研究这一群体的自我概念。本系统的文献综述综合了20年来关于LD学生自我概念的定量研究(k = 16)。总的主题是，在所回顾的研究中，LD的诊断依赖于不同的标准。虽然学术自我概念是研究的中心，但无论在哪个领域，结果都表明，学习障碍学生的自我概念水平较低。为了更深入地了解这一现象，我们需要一种专门用于评估学习障碍学生自我概念的工具。讨论了本研究的局限性及其对研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.