Part-time Special Education Predicts Students’ Reading Self-concept DevelopmentSavolainen, P., Timmermans, A. C. & Savolainen, H. K., Dec-2018, In : Learning and Individual Differences. 68, p. 85-95 11 p.
Research output: Contribution to journal › Article › Academic › peer-review
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.
|Number of pages||11|
|Journal||Learning and Individual Differences|
|Publication status||Published - Dec-2018|
- LEARNING-DISABILITIES, INTERNAL/EXTERNAL FRAME, ACADEMIC-ACHIEVEMENT, MULTIPLE DIMENSIONS, PERCEPTIONS, CHILDREN, ADOLESCENCE, COMPETENCE, EFFICACY, ESTEEM
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