{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/1794"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/1794","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"A comparison of learning disability subtypes in middle school: self-concept, perceived social support, and emotional functioning","abstract":"Abstract: The goal of the current study was to compare young adolescents in middle school with different types of learning disabilities and a group with no learning disability and examine their self-perceptions of worth, perceived social and emotional functioning. It was hypothesized that students with a reading and math disability (LD) would report significantly lower levels of self-concept, perceived social support and emotional functioning while normally achieving students (i.e., no learning disability) were expected to fare the best. It was also expected that students in the reading disability (RD) group would fare the next worst. Finally, girls were hypothesized to report lower scores than boys on all dependent variables. Multivariate analyses of group differences revealed that the groups did not differ on global self-worth, although girls reported lower global self-worth than boys, regardless of group membership. Students in the LD group (reading disability in reading and mathematics) rated their intellectual and academic selfworth lower than students in the other groups (RD-reading disability, MD-math disability, NA-normally achieving). Girls, regardless of group, also reported lower intellectual self-concept than boys. There were no group or gender differences on non-academic self-concept. Students with LD reported lower parent and friend support compared to students in the other groups. Boys also rated their friend support lower than that of girls, regardless of group membership. There were no reported differences by group or gender on classmate, teacher, or general social support. Students in the LD group and girls reported higher levels of pathology compared to the groups and boys on depression, sense of inadequacy, emotional symptoms, and personal adjustment.","abstract_html":"Abstract: The goal of the current study was to compare young adolescents in middle school with different types of learning disabilities and a group with no learning disability and examine their self-perceptions of worth, perceived social and emotional functioning. It was hypothesized that students with a reading and math disability (LD) would report significantly lower levels of self-concept, perceived social support and emotional functioning while normally achieving students (i.e., no learning disability) were expected to fare the best. It was also expected that students in the reading disability (RD) group would fare the next worst. Finally, girls were hypothesized to report lower scores than boys on all dependent variables. Multivariate analyses of group differences revealed that the groups did not differ on global self-worth, although girls reported lower global self-worth than boys, regardless of group membership. Students in the LD group (reading disability in reading and mathematics) rated their intellectual and academic selfworth lower than students in the other groups (RD-reading disability, MD-math disability, NA-normally achieving). Girls, regardless of group, also reported lower intellectual self-concept than boys. There were no group or gender differences on non-academic self-concept. Students with LD reported lower parent and friend support compared to students in the other groups. Boys also rated their friend support lower than that of girls, regardless of group membership. There were no reported differences by group or gender on classmate, teacher, or general social support. Students in the LD group and girls reported higher levels of pathology compared to the groups and boys on depression, sense of inadequacy, emotional symptoms, and personal adjustment.","abstract_has_math":false,"creators":["Martínez, Rebecca Suzanne"],"institution":"The University of Texas at Austin","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Semrud-Clikeman, Margaret"],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-24T05:01:08Z","subjects":[],"languages":["eng"],"rights":["Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["b60101519"],"render_values":[{"text":"b60101519","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2152/1794","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Semrud-Clikeman, Margaret"]},{"key":"dc:creator","label":"Author","values":["Martínez, Rebecca Suzanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2008-08-28T22:17:36Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2008-08-28T22:17:36Z"]},{"key":"dc:date.issued","label":"Date","values":["2002"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Texas at Austin"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["b60101519"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2152/1794"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["text"]},{"key":"dc:description.abstract","label":"Abstract","values":["Abstract: The goal of the current study was to compare young adolescents in middle school with different types of learning disabilities and a group with no learning disability and examine their self-perceptions of worth, perceived social and emotional functioning. It was hypothesized that students with a reading and math disability (LD) would report significantly lower levels of self-concept, perceived social support and emotional functioning while normally achieving students (i.e., no learning disability) were expected to fare the best. It was also expected that students in the reading disability (RD) group would fare the next worst. Finally, girls were hypothesized to report lower scores than boys on all dependent variables. Multivariate analyses of group differences revealed that the groups did not differ on global self-worth, although girls reported lower global self-worth than boys, regardless of group membership. Students in the LD group (reading disability in reading and mathematics) rated their intellectual and academic selfworth lower than students in the other groups (RD-reading disability, MD-math disability, NA-normally achieving). Girls, regardless of group, also reported lower intellectual self-concept than boys. There were no group or gender differences on non-academic self-concept. Students with LD reported lower parent and friend support compared to students in the other groups. Boys also rated their friend support lower than that of girls, regardless of group membership. There were no reported differences by group or gender on classmate, teacher, or general social support. Students in the LD group and girls reported higher levels of pathology compared to the groups and boys on depression, sense of inadequacy, emotional symptoms, and personal adjustment."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:title","label":"Title","values":["A comparison of learning disability subtypes in middle school: self-concept, perceived social support, and emotional functioning"]}]}],"canonical_facts":{"dc:contributor.advisor":["Semrud-Clikeman, Margaret"],"dc:creator":["Martínez, Rebecca Suzanne"],"dc:date.accessioned":["2008-08-28T22:17:36Z"],"dc:date.available":["2008-08-28T22:17:36Z"],"dc:date.issued":["2002"],"dc:description":["text"],"dc:description.abstract":["Abstract: The goal of the current study was to compare young adolescents in middle school with different types of learning disabilities and a group with no learning disability and examine their self-perceptions of worth, perceived social and emotional functioning. It was hypothesized that students with a reading and math disability (LD) would report significantly lower levels of self-concept, perceived social support and emotional functioning while normally achieving students (i.e., no learning disability) were expected to fare the best. It was also expected that students in the reading disability (RD) group would fare the next worst. Finally, girls were hypothesized to report lower scores than boys on all dependent variables. Multivariate analyses of group differences revealed that the groups did not differ on global self-worth, although girls reported lower global self-worth than boys, regardless of group membership. Students in the LD group (reading disability in reading and mathematics) rated their intellectual and academic selfworth lower than students in the other groups (RD-reading disability, MD-math disability, NA-normally achieving). Girls, regardless of group, also reported lower intellectual self-concept than boys. There were no group or gender differences on non-academic self-concept. Students with LD reported lower parent and friend support compared to students in the other groups. Boys also rated their friend support lower than that of girls, regardless of group membership. There were no reported differences by group or gender on classmate, teacher, or general social support. Students in the LD group and girls reported higher levels of pathology compared to the groups and boys on depression, sense of inadequacy, emotional symptoms, and personal adjustment."],"dc:format.medium":["electronic"],"dc:identifier":["b60101519"],"dc:identifier.uri":["http://hdl.handle.net/2152/1794"],"dc:language.iso":["eng"],"dc:rights":["Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works."],"dc:title":["A comparison of learning disability subtypes in middle school: self-concept, perceived social support, and emotional functioning"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The University of Texas at Austin"]},"updated_at":"2026-07-24T05:01:08Z"}