An Intervention Study Of Enhancing Academic Self-concept Of Learning Disabilities Students Of High School

One of the issues for School Education is to enhance the academic performance of Learning Disabilities students. Along with the development of Self-concept theory, more and more researchers have recognized that there is causal relationship between academic self-concept and academic performance. In this context, the research on academic self-concept of LD students has become one of the focal topics in current LD studies.At present in LD students' academic self-concept studies, researchers more focus on answering "what" and "why" questions. Intervention studies are absent. For filling this gap, present study discussed how to enhance LD students' academic self-concept.After pre-test, 9 students were selected to be participants in this intervention study, including 5 students who have low math self-concept and 4 students who have low Chinese self-concept. According to the analysis results of questionnaire and interview, researchers designed specific intervention methods, covering direct approach and indirect approach.The goal of direct intervention leaded by researcher, which included 10-week group counseling and individual counseling, was to enhance students' self-concept directly. Indirect intervention was designed to enhance academic self-concept through improving academic skill, charged by teachers.In conclusion, the intervention can effectively enhance academic self-concept of LD students of high school and improve their learning achievement.