These children often have a poor self-concept and do not understand or accept the limitations of having a learning disability (Yuan, 1994, p. 301). Older children and young adults with learning disabilities are frequently unwilling to ask for information and help to make certain that their special needs are met. Most learning disabled people tend to be passive, reluctant learners. These attributes contribute to the lower self-perceptions of scholastic competence and behavioral conduct found by Cleaver, Bear, and Juvonen (1992, p. 134).
The use of different measures for rating self worth and self esteem have an effect on the size of the differential between normal and learning disabled individuals. Measures that define self esteem and self-worth globally give children with learning disabilities lower overall ratings for self esteem (Cleaver, Bear, & Juvonen, 1992, p. 125). The validity of these measures is called into question when looked at in comparison to the levels of self worth shown in the specific domains. Self esteem has not been shown to be lower in the domains of athletics, social acceptance, and physical appearance (Cleaver, Bear, & Juvonen, 1992, p. 125). This is important because in the domain-specific approach to self concept, the levels of self esteem in each of the specific domains has a significant affect on the overall level of self-concept. This effect on the level of global self esteem is moderated by other cognitive factors the child posse