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General and Domain‐Specific Self‐Esteem Among Regular Education and Special Education Students
Author(s) -
Conley Terri D.,
Ghavami Negin,
VonOhlen Jill,
Foulkes Phyllis
Publication year - 2007
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2007.00185.x
Subject(s) - psychology , self esteem , learning disabled , subject (documents) , special education , domain (mathematical analysis) , mathematics education , social psychology , developmental psychology , learning disability , library science , computer science , mathematical analysis , mathematics
We examined the global and domain‐specific self‐esteem of students who are emotionally disturbed, students who are learning disabled, and students who are in regular education classrooms. Students who were emotionally disturbed or learning disabled had lower global self‐esteem than did students in regular education classes. The specific domains in which students in special education felt that they were less competent than students in regular education included social skills, leadership skills, and academics. However, the 2 groups of students in special education did not differ from one another. No differences emerged between the groups on a measure of self‐esteem that is less subject to social desirability concerns. Implications of this research for education are discussed.