The relationship between academic self-concept and the academic motivation of Lebanese learning disabled students (Record no. 20711)

MARC details
000 -LEADER
fixed length control field 02251nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Terzian, Garin
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The relationship between academic self-concept and the academic motivation of Lebanese learning disabled students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University, School of Arts and Sciences
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 58 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. It is hypothesized that academic self-concept of Lebanese students with learning disabilities (LD) is lower than academic self-concept of non-learning disabled (NLD) students, and that there is a positive correlation between academic self-concept and academic motivation. Moreover, academic self-concept of Lebanese students with LD who are in inclusive settings is lower than academic self-concept of students with LD who are in pulled-out from the regular classroom and places into the resource room. To test these hypotheses, a group of learning disabled (N=56) and non-learning disabled students (N=56) (Total N =112) completed self-concept and motivation questionnaires. Results showed significant difference between the academic self-concept of Lebanese LD students and NLD students, and a significant positive correlation between academic self-concept and academic motivation of students with LD. As for the difference between the academic self-concept between LD students in the inclusive vs. pull-out settings, results failed to support the hypothesis. The implications of the study are discussed in the light of the existing educational and psychological theories, and recommendations are made to special educators and regular classroom teachers to help improve LD student’s self-concept.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Estime personnelle
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des étudiants Enfants avec des besoins spéciaux
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Self-Esteem
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students Attitudes and Conceptions Children with special needs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تقدير الذات
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف الطلبة وتصوراتهم ذوو الاحتياجات الخاصة
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=1032574&rs=420626&hitno=1">https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=1032574&rs=420626&hitno=1</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

No items available.