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The Self-Concept of Dyslexic Students in the Greek Primary School: The Role of Family
By Maria Dimakopoulou, Giota Xanthakou, Nikos Andreadakis, Aggeliki Tagalou and Nikos Kladis.
Published by The International Journal of the Humanities
| Format | Price | |
|---|---|---|
| Article: Print | $US10.00 | |
| Article: Electronic | $US5.00 |
The present study, which is part of a wider research, aims at defining the degree of influence of the socioeconomic status and educational level of family (father’s – mother’s) on the development of self-concept of dyslexic students. It took place , last year, at the Greek Primary School, in 120 students aged between 10 to 12 years old. Self-concept is defined as the ensemble of knowledge, convictions, perceptions and feelings one has for himself. The phenomenon of dyslexia is considered to be mostly the problem of elaboration of written speech.
For the purpose of the study was used the Makri-Mpotsari’s instrument (Π.A.T.E.M. II, 2001) based on S.Harter’s Self Perception Profile for children (1985), standardized at the Greek student population. The axons of the instrument, which constructing the meaning of self concept, refers to the following areas: a) school achievement, b) relationships with peers, c) athletic competence d) physical appearance e) behavior and f) self-esteem.
Findings reveal that there is statistically significant difference among dyslexic students who have higher degree of influence of the socioeconomic status and educational level of family to those who do not have.
| Keywords: | Self Concept, Dyslexic Student, Primary School |
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The International Journal of the Humanities, Volume 4, Issue 9, pp.25-36. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.919MB).
Maria Dimakopoulou
Phd Student University of Aegean, Primary Education Department, University of Aegean, Rhodes, Greece
Giota Xanthakou
Assistant Professor, University of Aegean, Rhodes, Greece
Asst Prof Nikos Andreadakis
Assistant Professor, University of Crete, Crete, Greece
Dr Aggeliki Tagalou
Phd Student, University of Athens, Primary Education Department, University of Athens, Rhodes, Greece
Nikos Kladis
Phd Student, University of Aegean, Primary Education Department, University of Aegean, Rhodes, Greece