The Effects of Rational‐Emotive Education Groups on Self‐Concept and Locus of Control Among Learning Disabled Children

Abstract

The purpose of the present study was to determine the effects of Rational‐Emotive Education (REE) counselling group sessions on learning disabled (LD) children's self‐concept and locus of control orientation. Sixty LD children were randomly assigned to experimental and control conditions; the experimental group leader was trained in REE. Sessions, each lasting approximately one hour, were held twice weekly for 12 consecutive weeks. Multivariate analysis of variance (MANOVA) revealed no significant differences on pretest self‐concept and locus of control measures; on post‐test measures MANOVA indicated significant differences between experimental and control groups. Post hoc univariate F and discriminant analysis revealed several dimensions of self‐concept and the locus of control measure to be valid discriminators. The REE intervention, appears to be beneficial in both enhancing certain aspects of self‐concept and encouraging a more internal locus of control orientation in LD students.

Additional information

Notes on contributors

Michael M. Omizo

Michael M. Omizo, Ph.D., is Associate Professor, College of Education, Dept. of Educational Psychology, Farish Hall Room 490, University of Houston, University Park Houston, TX 77004 (Address for reprints).

Walter E. Cubberly

Walter E. Cubberly, Ph.D., is Assistant Professor, University of Houston.

Sharon A. Omizo

Sharon A. Omizo is a graduate student at the same institution.