Theses and Dissertations - UTB/UTPA

Date of Award


Document Type


Degree Name

Master of Arts (MA)


School Psychology

First Advisor

Dr. Jo Ann Mitchell Burns

Second Advisor

Dr. Ralph Carlson

Third Advisor

Dr. Liang Zeng


This study was to determine whether Learning Disabled students who receive all their instruction in regular education would receive significantly higher self-esteem scores than students who receive services from special education resource. The instruments employed were the Coopersmith Self-Esteem Inventory and the Pier-Harris Self-Concept Scale in order to determine any significant differences in self-esteem between the two groups. The sample consisted of 30 bilingual Mexican-American children ages 8–12. The subjects were from public schools in the southern region of Texas on the Mexico-Texas border. Data were analyzed through descriptive statistics, T-test, and two-way factorial analysis of variance with repeated measures. The results suggest that there is no difference between inclusion group and pullout group in terms of students' self-esteem.


Copyright 2001 Ruth Ann Cardoza. All Rights Reserved.

Granting Institution

University of Texas-Pan American

Included in

Psychology Commons