Self-Esteem at School and Self-Handicapping in Childhood
Comparison of Groups with Learning Disabilities
Bibliographic Data
| ID | 13664113 |
|---|---|
| Authors | Marianna Alesi (0000-0002-5277-8063, Dipartimento di Psicologia, Università di Palermo, corresponding author), Gaetano Rappo (Dipartimento di Psicologia, Università di Palermo), Annamaria Pepi (Dipartimento di Psicologia, Università di Palermo) |
| Year | 2012 |
| Volume | 111 |
| Issue | 3 |
| Pages | 952-962 |
| Publication date | 2012-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/15.10.pr0.111.6.952-962 |
| PMID | 23402059 |
| OpenAlex | W2099125240 |
| Language | EN |
| Citations received | 9 |
| References cited | 22 |
Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties
Comprehension · Developmental psychology · Dyslexia · Learning disability · Reading (process · Reading comprehension · Self-esteem · Child and Adolescent Psychosocial and Emotional Development · Parental Involvement in Education · Psychology · Youth Substance Use and School Attendance
Development and Psychometric Assessment of the Dyslexia Awareness Instrument in Teachers
Estrategias de afrontamiento en niños entre 8 y 12 años con diagnóstico de trastornos del aprendizaje y un grupo control de Instituciones Educativas del municipio de Garzón – Huila
Self-Esteem among University Students
St-Century Skills in Israeli Post-Secondary Education
Perpetuating the Gaps
Academic self‐concept and reading comprehension among students with learning disabilities
Emotional Profile and Intellectual Functioning
A critical review of the literature on academic self-handicapping
The impact of the dyslexia label on academic outlook and aspirations
Making the Grade
Contingencies of self-worth.
Control of Attributions about the Self Through Self-handicapping Strategies
Predictors of Academic Self-Handicapping and Achievement
The worker scale
Stability of self-esteem across the life span
Self-handicapping
Self-esteem, academic self-concept, and achievement
An assessment of anxiety levels in dyslexic students in higher education
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,82 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |