澳洲昆士兰代写assignment:教育者和研究者

2017-09-05 16:45

教育者和研究者传统上把自我概念与教育地位联系起来，经常得出结论：学习困难儿童自我概念低，学业天才儿童自我概念高（蒙哥马利，1994）。使用多维的自我概念量表（MSC）、Montgomery（1994）评估与LD的学生的自我概念，比较观察评价和自我报告的LD组在LD，健康，和高实现类。Montgomery（1994）的研究结果表明，LD报告较低的学术能力自我概念比高实现和非残疾儿童。然而，三的学生群体；LD，健康，和高成就，没有他们的社会、家庭、影响明显不同，或身体自我概念。Montgomery（1994）教师的LD，非残疾评定比较，高成就学生的自我概念，表明全球教师正确评价LD儿童具有较低的自我概念比正常或高成就的学生。教师出现放大的学生群体之间的差异和分化明显在LD，健康，和优异的孩子做自己。老师的孩子比较，教师确实低估了儿童的自我概念的每一组学生表演。Montgomery（1994）认为，儿童家长评价相当于儿童的自我报告。对健康和高成就的孩子的父母也评估了他们的全球儿童的自我概念准确。最后，我将探讨学校安置与社会支持对青少年儿童自我概念的影响。
澳洲昆士兰代写assignment:教育者和研究者
Educators and researchers traditionally relate self-concept with educational status, often concluding that children with LD have low self-concepts and academically gifted children have high self-concepts (Montgomery, 1994). Using the Multidimensional Self-Concept Scale (MSCS), Montgomery (1994) assessed the self-concept of students with LD, comparing observer ratings and self-reports both within the LD group and across LD, nondisabled, and high-achieving classes. Montgomery's (1994) results show that children with LD report lower academic and competence self-concepts than do high achieving and nondisabled children. However, the three student groups; LD, Nondisabled, and High Achieving, did not differ significantly in their social, family, affect, or physical self-concepts. Montgomery's (1994) comparisons of teachers' evaluations of LD, nondisabled, and high achieving students' global self-concepts showed that teachers incorrectly evaluated children with LD as having lower self-concepts than nondisabled or high achieving students. The teachers appeared to magnify the differences among the student groups and clearly differentiated among LD, nondisabled, and high achieving children did themselves. The teacher-children comparisons for each student group show that teachers did indeed underrate the self-concepts of the children with LD. Montgomery (1994) concluded that parent evaluations of the children with LD were equivalent to the children's self-reports. Parents of nondisabled and high achieving children also assessed their children's global self-concepts accurately. Lastly, I will discuss the effects of school placement and social support on the self-concept of children and adolescents with LD.

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