Stanley P D, Dai Y, Nolan R F
Department of Psychology, Louisiana State University, Shreveport 71115, USA.
J Adolesc. 1997 Apr;20(2):219-22. doi: 10.1006/jado.1996.0079.
Although generalizations from research are helpful in guiding problem identification and interventions in a school setting, characteristics of specific groups must not be overlooked if all students are to be served effectively. Differences in the areas of self-reported self-esteem and depression are frequently pertinent to decisions and recommendations educational professionals are called on to make. The current study examined differences in the level of self-reported self-esteem and depression between learning disabled and behavior disordered middle school students. Sixty-one participants completed the Coopersmith Self-Esteem Inventory (CSEI) and the Children's Depression Inventory (CDI). Similarities and differences between learning disabled and behavior disordered students were identified.
虽然研究得出的一般性结论有助于指导学校环境中的问题识别和干预措施，但如果要有效地服务于所有学生，就绝不能忽视特定群体的特征。自我报告的自尊和抑郁方面的差异常常与教育专业人员需要做出的决策和建议相关。本研究调查了学习障碍和行为障碍的中学生在自我报告的自尊水平和抑郁程度上的差异。61名参与者完成了库珀史密斯自尊量表（CSEI）和儿童抑郁量表（CDI）。确定了学习障碍学生和行为障碍学生之间的异同。
