A comparison of self-concept scores in secondary-aged hearing-impaired students enrolled in mainstreamed and self-contained classes

Barbara S Cohen, Pace University

Abstract

The main hypothesis of the present study is whether there would be differences in self-concept in hearing impaired students in mainstreamed and self-contained classes. The Piers-Harris Children's Self-Concept Scale (modified for the hearing impaired) was administered to 79 junior high and high school students in mainstreamed and self-contained classes. Comparisons also were made between the classes for the Performance IQ (WISC-R or WAIS-R), reading comprehension, math calculation, and level of hearing loss since these were factors on which class selection was often based. T-tests showed that Performance IQ, reading comprehension, and math calculation were significantly higher and level of hearing loss was significantly lower in mainstreamed classes. Regarding the main research question, using a 2 x 2 analysis of covariance strategy, it was found that there were no significant differences in the mean total and subscale self-concept scores between hearing impaired students in mainstreamed and self-contained classes. There were no significant differences found between grade levels (junior high and high school), gender, and self-concept, with the exception that high school level students had significantly higher mean scores on the Behavior subscale of the Piers-Harris than junior high school students. There was also no significant correlation found between self-concept scores, Performance IQ, and academic achievement scores, except for one significant positive correlation between Performance IQ and the Happiness/Satisfaction subscale score. Reasons for the general lack of significant differences may be: (1) little actual difference between students in mainstreamed and self-contained classes, in that hearing impairment may create similarity in background and experiences; (2) measurement inadequacies of the Piers-Harris; and/or (3) general similarity in educational settings of the hearing impaired students involved in this study. These similarities include common location (both mainstreamed and self-contained classes were located in the same public schools), peer contact between mainstreamed and self-contained students, and several of the same staff members working with both classes. These common elements may counteract the differences that were present in the two class settings.

Subject Area

Psychotherapy|Educational psychology|Special education

Recommended Citation

Cohen, Barbara S, "A comparison of self-concept scores in secondary-aged hearing-impaired students enrolled in mainstreamed and self-contained classes" (1991). ETD Collection for Pace University. AAI9239166.
https://digitalcommons.pace.edu/dissertations/AAI9239166

COinS