Relations Between Academic Achievement and Self-Concept Among Adolescent Students With Disabilities Over Time

• In Event: Issues in Disability

Abstract

Previous literature suggests that there is a relationship between academic achievement and self-concept for the general population of adolescents (Huang, 2011). For students with disabilities, however, the relationship between academic achievement and self-concept is sometimes negative and non-significant (Daniel & King, 1995; Feiwell, 1997; Houck & Houck, 1976; Young, 1990). This study investigated the relationship between self-concept and academic achievement for students with emotional disturbance (ED), intellectual disabilities (ID), and learning disabilities (LD) over time. The Special Education Elementary Longitudinal Study (SEELS) database was used for this study and the methodology included cross-lagged longitudinal panel path analyses. Results of the inquiry showed no significant differences in the overall study sample; however, interesting differences emerged between genders and disability category.

Authors

• David E. Emenheiser, U.S. Department of Education

• Elisabeth K. Hess Rice, The George Washington University