Family Functioning Predictors of Self-Concept and Self-Esteem in Children at Risk for Learning Disabilities in Oman: Exclusion of Parent and Gender Contribution
Bibliographic record
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".