Academic self-concept, self-efficacy, and achievement among students with and without learning disabilities

Francis Nicholas Tabone, Fordham University


The purpose of this study was to examine the relationship between self-appraisal and achievement for students with identified learning disabilities SLD and compare this relationship to students without identified learning disabilities (NLD) in elementary school (N = 127). Specifically, this study examined the differences in the degrees of calibration between achievement and self-appraisals for SLD and NLD groups. The present study examined the relationships among self-efficacy, academic self-concept, and achievement for SLD and NLD groups. Self-efficacy was examined through the use of prediction tasks in the verbal and mathematics domains. Academic self-concept was measured with a standardized, self-report survey. Overall, the findings of this study support the notion that SLD do not appraise their academic skills as well as NLD. SLD scores for all academic self-appraisals showed no significant correlation (p > .01) with their actual achievement score while correlations were statistically significant for NLD (p < .01). This was true for both self-efficacy and academic self-concept scores in which both cognitive and affective attributes influence the development of these constructs. Overall, SLD seem to overestimate their academic abilities. In addition, students' prediction of success upon completion of a task was statistically significant (p <.01) in determining group placement in SLD or NLD groups.

Subject Area

Educational psychology|Special education|Developmental psychology

Recommended Citation

Tabone, Francis Nicholas, "Academic self-concept, self-efficacy, and achievement among students with and without learning disabilities" (2011). ETD Collection for Fordham University. AAI3452797.