Self-Esteem+LD

==<---Final Edit (well, probably)  Ramsey edit: Emilee Hernandez, Jordan Mellott, Katherine Moore. ==

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__ APA Style __

** Handling Citations In Your Text ** When using APA format, follow the author-date method of in-text citation. This means that the author's //last name// and the year of publication for the source should appear in the text, and a complete reference should appear in the reference list at the end of the paper. If you are referring to an idea from another work but **not** directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication in your in-text reference (i.e., do not include page numbers). //Do not write out the title of the article or book, or the journal in which the article is published. All of that will be provided in your references.//

Examples: Jones (1998) compared student performance of those who studied and those who did not. In a recent study of student performance (Jones, 1998), those who studied outperformed those who did not. Wilson and Taylor (2007) recently examined the extent to which the left hand knows what the right hand is doing. Research findings suggest that the left hand generally has no idea what the right hand is doing (Wilson & Taylor, 2007). Barker, Nelson, and Wittier (2005) found that people who completed a Theories of Personality course in college are much happier ten years later than those who did not. **NOTE: **after the first time cited, this citation would read: Barker et al. (2005)

II. Study #1 Introduction and Description
==== a. The first study we reviewed examined the differences in general and domain-specific self-esteem of students who are emotionally disturbed, learning disabled, and in the regular education classroom. ====

i. The first research question examined the effect of different types of special education labels on the self-esteem of the student.
==== ii. The second research question examined the self-esteem of students who were separated from their regular education peers and placed into a special education classroom, in comparison to the students who were in the regular education classroom entirely. ====

a. The participants in this study were 48 high school students (11 female, 37 male) all of whom were White.
==== b. The study consisted of 10 regular education students, 17 students classified as learning disabled, and 21 who were classified as emotionally disturbed, with the average age being 16.4 years (Conely et al., 2007) ====

VII. Study 2 Introduction and Description
a. In the second study I reviewed, Cosden, Elliott, Noble and Kelemen (1999), examined a possible correlation between an increase or decrease of knowledge about a child’s learning disability and the their self-esteem. i. Looked at the actual and perceived scholastic competence in correlation with self esteem and their perceptions of competence in other nonacademic domains. b. Tested five hypotheses in their study. i. The first hypothesis stated that children who have been diagnosed with a learning disability will have a variance in their self-esteem based on how well the child understands their own disability and who told them about their disability. ii. The second hypothesis dealt with the students’ response to a verbal questionnaire. iii. The third hypothesis stated that students who score higher on measures of cognitive and achievement tests will have a more positive perception of their learning disability and therefore higher global self-esteem. iiii.The fourth and fifth hypothesis looked at the relationship between the academic and non-academic perceptions of the students own learning disability and their self-esteem.

VIII. Study #2 Break Down of Participants a. The participants in this study were 95 elementary and junior high students in Southern California, with a mean age of 12.2. i. All of these students had been diagnosed with a learning disability by the California Department of Education (Cosden et al., 1999). b. This instrument consists of three different sections. i. Harter’s //What I am Like// scale (Harter, 1985), was used to measure each student’s perception of global and domain-specific competence ii. Second standardized test the students completed was Heyman’s (1990) Self-Perception of a Learning Disability (SPLD) iii. The third instrument used in this study was a verbal questionnaire that inquired about the child’s learning disability IX. First Hypothesis a. Predicted that a student who learned about their disability by a teacher would be more informed and therefore have a higher self-esteem i. After testing this hypothesis the results concluded that this was not the case. b. Overall, the source of information in which a child learns about their learning disability has mixed results with the child’s understanding X. Second Hypothesis a.Verbal questionnaire - the students were asked to describe their learning disability in their own words. i. The results found that students who learned about their learning disability from a family member or “no one” were a lot less likely to be able to accurately articulate their learning disability. ii. Another result that was contrary to the hypothesis was the results of hypothesis 2. After testing hypothesis 2, Cosden et al., (1999) found that the ability to articulate what a learning disability means to the student was correlated with having lower not higher self-esteem. XI. Third Hypothesis a. Examined a possible correlation between self-perceptions and achievement and cognitive test scores. b. Stated that students who score higher on measures of cognitive and achievement tests will have a more positive perception of their learning disability, and in turn a higher global self-esteem. However, the results of this hypothesis showed that neither cognitive nor achievement scores proved to have any significant correlation with global self-esteem (Cosden et al., 1999). XII. Fourth and Fifth Hypothesis a. Looked at the perceptions of one’s learning disability and global self-esteem, and the relationship with scholastic and non-scholastic self-concept. The results of this test showed that students who rated themselves positively in domains that were nonacademic also reported having a higher self-esteem (Cosden et al., 1999).

===HERE IS OUR CASE STUDY!!!!!!!!!!!!!!!!!!!! ===