Deaf Students' Self-Appraisals, Achievement Outcomes, and Teachers' Inferences about Social-Emotional Adjustment in Academic Settings

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Abstract

35 deaf students completed the Self-description Questionnaire I and their teachers completed the Meadow/Kendall social-emotional inventory for deaf students. Significant positive but small correlations were found among reading scores, reading appraisals, and social-emotional adjustment inferences. Achievement, particularly reading, appears associated with concepts of self.

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