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dc.contributor.advisorPyryt, Michael C.
dc.contributor.authorFukuda, Eriko
dc.date.accessioned2005-08-19T20:45:27Z
dc.date.available2005-08-19T20:45:27Z
dc.date.issued2004
dc.identifier.citationFukuda, E. (2004). Examining the self-concept of groups of students (gifted, gifted learning disabled, learning disabled, and regular class) (Unpublished master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/21520en_US
dc.identifier.isbn0612933717en
dc.identifier.urihttp://hdl.handle.net/1880/42421
dc.descriptionBibliography: p. 149-173en
dc.description.abstractThe present study was an examination of the differences in 15 self-concept domains among special groups of adolescent students. Two self-concept scales were used: the Self-Perception Profile for Learning Disabled Students (SPPLD) and the Pyryt Mendaglio Self-Perception Survey (PMSPS). The sample consisted of 54 students who were gifted, 30 as having learning disabilities, 21 students who were gifted and had learning disabilities, and 43 regular class students. Correlations between two self-concept scales were also observed as a measure of concurrent validity. Results from the SPPLD revealed that students who had learning disabilities were significantly different from other groups of students on perceived general intellectual ability as well as perceived reading competence. No differences on the self-concept domains were found for the PMS PS across the groups of students. Correlations between self-concept scales suggest similar constructs were measured, confirming validity of results.en
dc.format.extentx, 205 leaves : ill. ; 30 cm.en
dc.language.isoeng
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleExamining the self-concept of groups of students (gifted, gifted learning disabled, learning disabled, and regular class)
dc.typemaster thesis
dc.publisher.institutionUniversity of Calgaryen
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/21520
thesis.degree.nameMaster of Science
thesis.degree.nameMS
thesis.degree.nameMSc
thesis.degree.disciplineApplied Psychology
thesis.degree.grantorUniversity of Calgary
dc.identifier.lccAC1 .T484 2004 F85en
dc.publisher.placeCalgaryen
ucalgary.thesis.notesUARCen
ucalgary.thesis.additionalcopy370 EDC 2004 FUKen
ucalgary.thesis.uarcreleaseyen
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1502 520492019


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University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.