6533b872fe1ef96bd12d3ae1
RESEARCH PRODUCT
Part-time special education predicts students' reading self-concept development
Pirjo SavolainenAnneke TimmermansHannu Savolainensubject
MULTIPLE DIMENSIONSPERCEPTIONSSocial Psychologyminäkuvamedia_common.quotation_subjecteducationlongitudinal researchSelf-conceptCHILDRENAcademic achievementpitkittäistutkimusSpecial educationEducationDevelopmental psychologyerityisopetusPerceptionMultiple time dimensionsACADEMIC-ACHIEVEMENTDevelopmental and Educational Psychologymedicine0501 psychology and cognitive sciencesLearning supportta516Competence (human resources)ESTEEMta515media_common05 social sciences050301 educationCOMPETENCEEFFICACYoppilaatLEARNING-DISABILITIESADOLESCENCEINTERNAL/EXTERNAL FRAMELearning disabilitypart-time special educationmedicine.symptomacademic self-conceptPsychology0503 education050104 developmental & child psychologydescription
Abstract The academic self-concept changes from childhood to early adulthood in relation to experiences of capability in different school tasks and comparison with peers. Students in special education have a lower academic self-concept than their peers do, but it is unclear how part-time special education affects self-concept development. In Finnish schools, part-time special education is learning support that is usually provided for 1–2 h/week in small groups. The main aim of this study was exploring the effects of participation in part-time special education and gender on the level and change in three academic self-concept domains (General School, Mathematics and Reading) between the ages of 11 and 13 years (N = 669). Use of the multilevel growth curve model revealed negative linear development in all three self-concept domains from Grades 5 to 7, but participation in part-time special education had a statistically significant positive effect on the development of the Reading self-concept.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-12-01 | Learning and Individual Differences |