This investigation compared the global, personal, and social self-esteem levels of adolescents with learning disabilities or mild-to-moderate mental retardation. The purpose was to determine differences between the adolescents based on their disability, educational setting of inclusion or non-inclusion, and by gender. The sample of this study included nine females and 22 males between the ages of 13 and 21 years who lived in southern New Jersey.
Students were given the Culture Free Self-Esteem Inventories-Third Edition, a 67 item self-report, norm-referenced instrument. Mean scores for each group were compared and analyzed by using a one-way ANOVA, a two-way ANOVA, and descriptive statistics.
All of the groups reported \"below average\" self-esteem levels for the mean scores for the global quotient and personal and social self-esteem levels. No statistically significant differences were found between the groups.
A need for further research targeting a larger and more diverse representation of this population was indicated. A disqualification rate of 42% for the initial test scores for adolescents with mental retardation because of high defensiveness factor scores was noted.
","abstract_html":"<p>This investigation compared the global, personal, and social self-esteem levels of adolescents with learning disabilities or mild-to-moderate mental retardation. The purpose was to determine differences between the adolescents based on their disability, educational setting of inclusion or non-inclusion, and by gender. The sample of this study included nine females and 22 males between the ages of 13 and 21 years who lived in southern New Jersey.</p> <p>Students were given the Culture Free Self-Esteem Inventories-Third Edition, a 67 item self-report, norm-referenced instrument. Mean scores for each group were compared and analyzed by using a one-way ANOVA, a two-way ANOVA, and descriptive statistics.</p> <p>All of the groups reported "below average" self-esteem levels for the mean scores for the global quotient and personal and social self-esteem levels. No statistically significant differences were found between the groups.</p> <p>A need for further research targeting a larger and more diverse representation of this population was indicated. A disqualification rate of 42% for the initial test scores for adolescents with mental retardation because of high defensiveness factor scores was noted.</p>","abstract_has_math":false,"creators":["Delp, Kay L."],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Klanderman, John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-06T07:00:00Z","date_published":"2003-05-06T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["Inclusive education; People with mental disabilities--Education; Self-esteem in adolescence","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1286","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Klanderman, John"]},{"key":"dc:creator","label":"Author","values":["Delp, Kay L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education; People with mental disabilities--Education; Self-esteem in adolescence","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1286"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This investigation compared the global, personal, and social self-esteem levels of adolescents with learning disabilities or mild-to-moderate mental retardation. The purpose was to determine differences between the adolescents based on their disability, educational setting of inclusion or non-inclusion, and by gender. The sample of this study included nine females and 22 males between the ages of 13 and 21 years who lived in southern New Jersey.
Students were given the Culture Free Self-Esteem Inventories-Third Edition, a 67 item self-report, norm-referenced instrument. Mean scores for each group were compared and analyzed by using a one-way ANOVA, a two-way ANOVA, and descriptive statistics.
All of the groups reported \"below average\" self-esteem levels for the mean scores for the global quotient and personal and social self-esteem levels. No statistically significant differences were found between the groups.
A need for further research targeting a larger and more diverse representation of this population was indicated. A disqualification rate of 42% for the initial test scores for adolescents with mental retardation because of high defensiveness factor scores was noted.
"]},{"key":"dc:title","label":"Title","values":["Self-esteem levels of adolescents with learning disabilities or mental retardation in inclusive or non-inclusive educational settings"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Klanderman, John"],"dc:creator":["Delp, Kay L."],"dc:date.available":["2016-05-03T07:00:00Z"],"dc:description.abstract":["This investigation compared the global, personal, and social self-esteem levels of adolescents with learning disabilities or mild-to-moderate mental retardation. The purpose was to determine differences between the adolescents based on their disability, educational setting of inclusion or non-inclusion, and by gender. The sample of this study included nine females and 22 males between the ages of 13 and 21 years who lived in southern New Jersey.
Students were given the Culture Free Self-Esteem Inventories-Third Edition, a 67 item self-report, norm-referenced instrument. Mean scores for each group were compared and analyzed by using a one-way ANOVA, a two-way ANOVA, and descriptive statistics.
All of the groups reported \"below average\" self-esteem levels for the mean scores for the global quotient and personal and social self-esteem levels. No statistically significant differences were found between the groups.
A need for further research targeting a larger and more diverse representation of this population was indicated. A disqualification rate of 42% for the initial test scores for adolescents with mental retardation because of high defensiveness factor scores was noted.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1286"],"dc:subject":["Inclusive education; People with mental disabilities--Education; Self-esteem in adolescence","Educational Psychology"],"dc:title":["Self-esteem levels of adolescents with learning disabilities or mental retardation in inclusive or non-inclusive educational settings"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:14:13Z"}