Self-Concept of Students with Learning Disabilities: A Meta-Analysis

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Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, background): “Moreover, because they lack a protected environment, as would be the case in segregated settings, students with GLD may suffer from higher pressure to perform well, feel frustrated, and thus develop school-related anxieties (e.g., Bear et al., 2002).”
Academic self‐concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? (2006, background): “consistent with the great majority of empirical and meta-analytical studies (Chapman, 1988; Bear et al., 2002; Zeleke, 2004), which demonstrate that indeed children with”
Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, result): “…but not very strong direct effect both on MATHEMATICAL AND READING DIFFICULTIES 499 school achievement in the ninth grade and on transition to secondary education, which is also in line with earlier studies of the consequences of learning difficulties (e.g. Bear et al. 2002; Zeleke, 2004).”