Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School

Bibliographic Data

ID16903123
AuthorsNicholas A Gage (0000-0002-1800-1760, University of Connecticut, corresponding author), Kristin Lierheimer (University of Missouri)
Year2012
Volume2012
Pages1-11
Publication date2012-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Research International (JOURNAL)
Journal identifiersISSN: 2090-4010 • E-ISSN: 2090-4002
PublisherWiley (PUBLISHER • GB)
DOI10.1155/2012/871984
OpenAlexW2075663233
LanguageEN
Citations received1
References cited34

Although significant research has been conducted around assessment and intervention for students with emotional and/or behavioral disorders (EBDs), few have investigated specifically how students with EBD self-report on their academic and social competence, or self-concept. Using a national longitudinal database, this study explored how students with EBD reported their self-concept in elementary school, how their reported self-concept changed as they transitioned to middle and high school, and, what factors influenced this change. Using latent growth modeling procedures, the study found that students with EBD reported high self-concept across time and that reported self-concept was most impacted by ethnicity ( β = − .174 ) and urbanicity ( β = − .113 )

Competence (human resources) · Database · Artificial Intelligence · Child and Adolescent Psychosocial and Emotional Development · Computer Science · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology

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