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

Autor/in	Lohbeck, Annette
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Soziale Integration; Inklusion; Age; Difference; Age difference; Altersunterschied
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