Self-esteem of adolescents with specific language impairment as they move from compulsory education
Lindsay, Geoff, Dockrell, Julie E. and Palikara, Olympia. (2010) Self-esteem of adolescents with specific language impairment as they move from compulsory education. International Journal of Language and Communication Disorders, Vol.45 (No.5). pp. 561-571. ISSN 1368-2822Full text not available from this repository.
Official URL: http://dx.doi.org/10.3109/13682820903324910
Background: Children with specific language impairment (SLI) are at risk of low self-esteem during their school years. However, there is a lack of evidence of the self-esteem of young people with a history of SLI during adolescence, as they transfer from compulsory schooling to post-compulsory education, employment or training.
Aims: To examine the self-esteem of young people with a history of SLI at the transition from compulsory education (16 years) to the first year of post-compulsory education, employment and training (17 years) in England.
Methods & Procedures:A total of 54 young people identified as having SLI at 8 years were followed up at 16 and at 17 years. The young people completed two measures of self-esteem: the Self-perception Profile for Adolescents (16 years) and the Self-perception Profile for College Students (17 years). Assessments of language, literacy and nonverbal ability were also conducted.
Outcomes & Results: Perceptions of scholastic competence were significantly lower than the norm at 16 years; the female students also had lower self-esteem in the social and physical appearance domains and global self-worth. However, at 17 years there were no significant differences from the norm for these self-esteem domains. There was evidence of stability within self-esteem domains over this period but also an improvement in self-perceptions of scholastic and job competence, physical appearance and athletic competence, and also global self-worth, but not the three social domains. Non-verbal cognitive ability was not correlated with any measures of self-esteem, at 16 or 17 years. Language and literacy ability, especially spelling, were correlated with scholastic and job competence at 16 years but only spelling correlated at 17 years.
Conclusions & Implications: This study has provided evidence for improvements in self-esteem for young people with SLI after they leave school and enter the world of non-compulsory education (typically at a college), employment and training. The study has also indicated the importance of addressing self-esteem as a multi-dimensional construct and the consequent necessity to use instruments that assess different domains of self-esteem.
|Item Type:||Journal Article|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology
L Education > LC Special aspects of education
|Divisions:||Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Faculty of Social Sciences > Institute of Education ( -2013)
|Library of Congress Subject Headings (LCSH):||Self-esteem in adolescence, Specific language impairment in children, Language disorders in adolescence, Post-compulsory education, School-to-work transition|
|Journal or Publication Title:||International Journal of Language and Communication Disorders|
|Publisher:||John Wiley & Sons Ltd.|
|Official Date:||September 2010|
|Number of Pages:||11|
|Page Range:||pp. 561-571|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Great Britain. Dept. for Children, Schools and Families (DCSF)|
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