Abstract

The study investigated whether family functioning can predict the self-concept and self-esteem of normally achieving (NA) and at risk for learning disabilities (LD) students in Oman regardless of parent education level and gender status. A total of 259 elementary school students were selected from schools in the main districts of Muscat, the capital and largest city in Oman. The participants included 259 students referred for learning disabilities (78) and normally achieving students (181). Self-Report Measure of Family Functioning–Child Revised, Beck Self-Concept Inventory for Youth (BSCI-Y), and Rosenberg Self-Esteem Scale were administered to the participants. In addition, demographic data on parents’ education levels (PEL) and gender were collected. The study specifically investigated whether family functioning dimensions of communication, cohesion, conflict, and social/recreational orientation can predict the self-concept and self-esteem of children regardless of PEL and gender status. Multiple hierarchical regressions showed that family functioning was a strong contributory factor of self-concept for both children with and without LD although the two groups differed in terms of the significant family functioning predictors. Family functioning was a weak contributory factor of self-e esteem in children with and without LD and the two groups varied in terms of the significant family functioning variables. The differences between the two groups are discussed from cultural and ecological perspectives.

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