A study on perceived social support and self esteem in children with and without learning disability
Journal Title: INDIAN JOURNAL OF MENTAL HEALTH - Year 2016, Vol 3, Issue 3
Abstract
Background: Learning disability is an invisible disability and social support plays a vital role in the development of the child with learning disability. The purpose of the study was to investigate the perceived social support and self- esteem of children with and without learning disabilities. Methodology: Self- report data were collected from 120 children by using multidimensional perceived social support scale and Rosenberg’s self-esteem scale. The data was then analyzed statistically and the results were presented. Results: From 120 children, 60 children were diagnosed and certified with learning disabilities and 60 children were without learning disabilities. Participants’ ages ranged from 10 -14 years. It was hypothesized that children with learning disability would report lower levels of perceived social support and self- esteem than compared to children without learning disability. It was also expected that girls would report lower scores than boys on both the dependent variables. Multivariate analyses of group differences revealed that there was an effect of learning disability on perceived social support, whereas there was no effect of learning disability on self-esteem. It also revealed that there was no effect of the interaction of gender and group (i.e. children with learning disability and children without learning disability) on perceived social support and self-esteem. Conclusion: Social support and self esteem are important variables in the progress of child with learning disability and needs further exploration and research.
Authors and Affiliations
Kshipra Rahul Pathrikar
Keywords
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- EP ID EP250459
- DOI 10.30877/IJMH.3.3.2016.271-277
- Views 107
- Downloads 0
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