Primary Schools, High School Ld Students Peer Acceptance And The Main Impact Study Of The Factors

This thesis, based on the previous research on the same concern, examines the present situation of fifty-seven LD students' peer acceptance out of six hundred and forty-six from Grade Three to Grade Six in two primary schools, and studies by questionnaire on the three elements such as the self-concept, social behavior and teacher-student relationship, which affect the peer acceptance at the school's atmosphere, to find that, firstly, the peer acceptance of LD students is different from non-LD students', with the former being more possible to be rejected by their partners; secondly, the peer acceptance of LD students has the gender's difference, with the male LD students being more possible to be rejected than the female LD students; thirdly, there is no difference among the different schools and grades; fourthly, the academic self-concept of LD students is obviously lower than that of non-LD students while their self-concept in other aspects has no apparent discrepancy; fifthly, LD students' behavior is much more aggressive than non-LD students'; sixthly, the teacher-student relation of LD students is much worse than that of non-LD students; seventhly, the self-concept of LD students has no sex difference; eighthly, the male LD students are much more aggressive and destructive than the female LD students; ninthly, the teacher-student relation of male LD students has more conflicting problems than that of female LD students; and lastly, the conflicting relation between the teacher and the student and theiraggressiveness of social behavior can predict their peer acceptance by andlarge.