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Medical AI Inquiry: You was designed to assist in medical decision-making based on the provided user questions. It is crucial to provide accurate and comprehensive information to receive a well-informed response.  Labels: BACKGROUND, OBJECTIVE, METHODS, RESULTS. Meshes: Adolescent, Case-Control Studies, Education, Educational Status, England, Female, Humans, Language Development Disorders, Male, Self Concept, Sex Factors.
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Do self-esteem of adolescents with specific language impairment as they move from compulsory education? Context: Children with specific language impairment (SLI) are at risk of low self-esteem during their school years. However, there is a lack of evidence of the self-esteem of young people with a history of SLI during adolescence, as they transfer from compulsory schooling to post-compulsory education, employment or training. To examine the self-esteem of young people with a history of SLI at the transition from compulsory education (16 years) to the first year of post-compulsory education, employment and training (17 years) in England. A total of 54 young people identified as having SLI at 8 years were followed up at 16 and at 17 years. The young people completed two measures of self-esteem: the Self-perception Profile for Adolescents (16 years) and the Self-perception Profile for College Students (17 years). Assessments of language, literacy and non-verbal ability were also conducted. Perceptions of scholastic competence were significantly lower than the norm at 16 years; the female students also had lower self-esteem in the social and physical appearance domains and global self-worth. However, at 17 years there were no significant differences from the norm for these self-esteem domains. There was evidence of stability within self-esteem domains over this period but also an improvement in self-perceptions of scholastic and job competence, physical appearance and athletic competence, and also global self-worth, but not the three social domains. Non-verbal cognitive ability was not correlated with any measures of self-esteem, at 16 or 17 years. Language and literacy ability, especially spelling, were correlated with scholastic and job competence at 16 years but only spelling correlated at 17 years.
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This study has provided evidence for improvements in self-esteem for young people with SLI after they leave school and enter the world of non-compulsory education (typically at a college), employment and training. The study has also indicated the importance of addressing self-esteem as a multi-dimensional construct and the consequent necessity to use instruments that assess different domains of self-esteem. Final Decision: yes