"ERIC ED024160: The Effect Of Special Class Placement On The Self-Concept-of-Ability Of The Educable Mentally Retarded Child." - Information and Links:

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"ERIC ED024160: The Effect Of Special Class Placement On The Self-Concept-of-Ability Of The Educable Mentally Retarded Child." and the language of the book is English.


“ERIC ED024160: The Effect Of Special Class Placement On The Self-Concept-of-Ability Of The Educable Mentally Retarded Child.” Metadata:

  • Title: ➤  ERIC ED024160: The Effect Of Special Class Placement On The Self-Concept-of-Ability Of The Educable Mentally Retarded Child.
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  • Language: English

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  • Internet Archive ID: ERIC_ED024160

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"ERIC ED024160: The Effect Of Special Class Placement On The Self-Concept-of-Ability Of The Educable Mentally Retarded Child." Description:

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The effect of special class placement on the self concept of ability was studied in 62 educable mentally handicapped students (mean age 11.6). Six observations were made in time design series using scales of self concept of ability and academic aspirations and expectations, tests of significant and academic significant others, and a class evaluation questionnaire. On self concept of ability, results manifested a quadratic trend in scores; little variation in trends of means between high and low socioeconomic status or male and female groups; and pronounced variation between older and younger, and rural and urban groups, and among groups constructed on the basis of high, medium, and low initial scores on the scale. No downward linear trend occurred in academic aspirations or expectations and no changes resulted in affective orientation to the special class, in the proportion of subjects choosing the special class, or in significant others named (except for teachers). Also noted were a high degree of correspondence between significant and academic significant others named by the subjects and by members of a regular class; an increase in the proportion of subjects naming teachers as significant others (p<.05); and, except for teachers, parents, and local adults who increased in proportion of mention (p<.05), overall high agreement in academic significant others named. (JD)

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  • Source: Internet Archive
  • Internet Archive Link: Archive.org page
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  • Added Date: 2015-12-02 02:15:01
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