The Impact of Self-Concept on Achievement by Ashley Anderson

Project Description:
Academic self-concept is meaningful to the field of learning disabilities because

• There is a direct correlation between a student's self-concept and academic achievement.
• A positive self-concept is important not only for students' academic achievement but also for their long-term personal development.
• Students with learning disabilities (LD) often experience significant difficulty in school in terms of both academic performance and peer acceptance, they are generally viewed as being at risk for low self-concept.
• All of the above are correct.

What is self-concept? 

• A hierarchical, multidimensional construct that can be conceptualized into specific domains.
• A person's perception of self, formed through experiences and interpretations of their environment and reinforced by personal behaviors.
• A student's level of self-regard for his or her academic ability, feelings of personal worth as a student, and the individual's belief that he or she belongs in school. 
• All of the above are correct.

Identification 
Which of the following are indicators of a student with poor self-concept?

• Poor self-concept could be everyday responses to how the student relates to the world around him/her.
• Low self-concept might occur only occasionally in specific situations.
• Sudden changes in moods by exhibiting sadness, crying, angry outbursts, frustration, or quietness.
• All of the above are potential indicators.

Identification 

When should one become sensitive to the existence of a  problem with self-concept?

• When behaviors become a repeated pattern of limitation.
• When one decides to withdraw socially and losses interest in usual activities.
• When self-critical comments, such as "I never do anything right," "Nobody likes me," "I can't learn", or "Everyone is smarter than I am."
• All of the above are signs to take notice of.

Assessment
The following can be used by teachers to assess the presence and extent of academic self-concept

• Student self-report inventory forms.
• Informal interviews/Q&A
• Individualized observation logs.
• All of the above are viable options.

Assessment
How often should teachers collect data related to student academic self-concept?

• A. Data should be collected as the student exhibits behaviors of concern/positive shifts in behavior.
• B. Teachers should collect data on a consistent and regular basis (daily/weekly).
• C. Data should be collected once per grading period.
• Both A & B.

Instruction & Intervention: Evidenced-based Strategies 

• Use one-on-one tutoring if possible; otherwise, break students into small groups.
• Pre- and post-lesson exercises can provide useful information on progress and can point the instructor to the areas in which additional support is required.
• Use basic techniques such as effective questioning and observation to gauge a student’s comfort with the material.
• All of the above are correct.

Instruction & Intervention: Evidence-based Strategies

• Make learning active through opportunities for collaborative learning and hands-on academic activities.
• Get to know your students better by pinpointing their interests and relating academic content to their contexts.
• Encourage students to have high expectations for their achievement. Don't limit learning goals.
• All of the above are correct. 

Instruction & Intervention: Evidence-based Strategies

• Apply academic goal-setting strategies to assist the student in goal attainment.
• Encourage the student to apply positive self-talk.
• Provide praise and encouragement regularly.
• All of these strategies are useful.

Instruction & Intervention: Evidence-based Strategies
Self-Enhancement & Skill Development

• Teach students to apply self-monitoring strategies when engaged in academic tasks (rating scales, frequency counts, checklists).
• Encourage students to internalize strategies for greater generalization. 
• Identify and eliminate self-defeating talk/actions. Remind students of the value of positive thinking/projections.
• All of the above.