Dynamics of self-esteem of children with learning disability
Loading...
Files
Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Punjab Agricultural University, Ludhiana
Abstract
The present study explored the dynamics of self-esteem of children with learning disability.
The total sample comprised of 80 formally diagnosed learning disabled children and their
parents (fathers=80, mothers=80) selected from remedial centres/schools of Ludhiana,
Chandigarh and Khanna. Self-esteem of children was assessed by using Self-Esteem
Inventories (Coopersmith 1981). Academic anxiety of children was assessed by using
Academic Anxiety Scale (Singh & Gupta 2009) whereas, emotional stability was evaluated
by using Emotional Stability Test (Gupta & Singh 2003). Bisht Battery of Stress Scales (Bisht
2005) was used to assess school/ institutional related stress among learning disabled children.
Perceived stress and social adjustment of parents was assessed by using Stress Profile
(Nowack 1999) and Deva’s Social Adjustment Inventory (Deva 1990) respectively. ParentChild
Relationship Scale (Rao 2001) was used to judge relationship of children with their
parents. Perceived parental encouragement was assessed by using Agarwal Parental
Encouragement Scale (Agarwal 1999). A self-structured checklist was developed to assess
remedial teachers’ involvement and motivation. It was found that majority (67.50%) of the
children showed medium level of self-esteem and had high academic anxiety, school stress
and average level of emotional stability. Mothers were found to be more stressed in contrast
to fathers. Parents were found to be socially well adjusted irrespective of self-esteem of
learning disabled children. Mothers’ high loving and demanding nature in addition to object
reward enhanced the self-esteem of the children. Majority (85.00%) of the children perceived
high motivation from their remedial teachers. Correlation and regression analysis revealed
that academic anxiety and school stress were significantly and negatively affecting the selfesteem
of children whereas, symbolic reward by parents and teachers’ involvement and
motivation were significantly boosting the self-esteem of the children.
Description
Keywords
null