SYSTEMATIC REVIEW OF SCIENTIFIC RESEARCH ADDRESSING LEARNING DISABILITY AND SELF-ESTEEM ISSUES TOGETHER BETWEEN 2002 AND 2023

Abstract

This study aimed to systematically compile scientific research on learning disabilities and self-esteem issues between 2002 and 2023. Qualitative research methods and document analysis model were used. As the inclusion criteria of the research, being produced based on the analysis of data obtained using scientific methods, being published in a peer-reviewed journal or being a chapter of an edited book, being a master's/doctoral thesis, and being published between 2002 and 2023 were used. In the searches made on the Google Scholar website, 31 studies were found to meet these criteria. It was observed that the number of studies increased partially after 2018. It has been determined that primary school children between the ages of 6 and 12, who have learning difficulties, were studied as the most frequently used sample group. It was determined that the studies preferred quantitative methods as research methods and survey, relational survey and experimental research models were used as research models. It was found that the data of the studies were collected using various scales, self-esteem scales were the most used and the Rosenberg Self-Esteem Scale was the most frequently used Self-Esteem scale. It was determined that the studies used 59 different keywords and the most frequently used ones were learning disability, self-esteem, specific learning disability, cognitive behavioral therapy, adolescents, self-concept, stigma, emotional regulation, social support and loneliness. It was understood that studies have examined the self-esteem, anxiety, depression, stigma, cyberbullying, adaptation, social support and social relations of children, adolescents and adults with learning disabilities, the relationships between these phenomena, and the effects of intervention tools developed to increase the self-esteem of individuals with learning disabilities.