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Autor/in | Lohbeck, Annette |
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Titel | Does Integration Play a Role? Academic Self-Concepts, Self-Esteem, and Self-Perceptions of Social Integration of Elementary School Children in Inclusive and Mainstream Classes |
Quelle | In: Social Psychology of Education: An International Journal, 23 (2020) 5, S.1367-1384 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lohbeck, Annette) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1381-2890 |
DOI | 10.1007/s11218-020-09586-8 |
Schlagwörter | Elementary School Students; Self Concept; Self Esteem; Social Integration; Inclusion; Mainstreaming; Age Differences |
Abstract | The concept of inclusion is based on the assumption that integrating students with SEN into regular (mainstream) classes would enhance students' performance due to a more stimulating and demanding environment. However, research investigating the effects of inclusive education on students' academic self-concepts has been scarce. For this reason, the present study aimed to examine the specific relationships and differences for math and verbal self-concepts, self-esteem, and self-perceptions of social integration using two samples of elementary school students from grades 2-4: One group of students attended inclusive classes (n = 178), whilst the other group attended mainstream classes (n = 188). In addition, measurement invariance across classroom setting and possible mediator effects of self-esteem were tested. Results provided support for strong invariance across classroom setting. All constructs were positively correlated with each other. In both math and verbal domains, self-esteem and self-perceptions of social integration proved to be significant predictors of academic self-concepts. Self-esteem was more highly pronounced in younger children, while there were no effects of classroom setting on academic self-concepts. Self-esteem became a significant mediator of the relationships between self-perceptions of social integration and academic self-concepts. No group differences in math and verbal self-concepts, self-esteem, and self-perceptions of social integration were evident. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |