Students with specific learning disabilities often develop which type of self-concept?

Students with specific learning disabilities frequently experience challenges that can lead to a negative academic self-concept. This occurs as they may struggle with tasks that peers find more manageable, such as reading, writing, or math. These difficulties can contribute to feelings of inadequacy, low self-esteem, and frustration regarding their academic abilities.

A negative academic self-concept means that students might view themselves as less capable or less intelligent compared to their classmates, which can further impact their motivation and engagement in the learning process. The stigma associated with learning disabilities can also exacerbate this feeling, making it essential for educators to provide support, encouragement, and strategies to help these students build a more positive view of their academic identities.

Addressing the other options helps to clarify further why they might not be as suitable. A high academic self-concept would imply that students believe strongly in their academic abilities, which is less common among those facing ongoing struggles due to specific learning disabilities. A neutral academic self-concept suggests neither a positive nor negative perception of one's academic abilities, which doesn't capture the emotional experiences of students dealing with learning challenges. Lastly, while a positive interpersonal self-concept may exist—reflecting good social skills and relationships—this does not directly address the academic impacts tied to their