Social Support Impact on Academic SelfConcept of Students with Special Needs
Introduction. This study examined the theoretical model of peer social support’s mediation in the effect that social skills have on the academic self-concept of students with special needs in inclusive primary schools. Students’ academic self-concept was measured using the Academic Self-Concept Que...
| Main Authors: | , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
Universidad de Almería
2020
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/8611 http://dx.doi.org/10.25115/ejrep.v18i50.2404 |
| _version_ | 1789406258250383360 |
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| author | Dwi Pratiwi, Fitria Mangunsong, Frieda |
| author_facet | Dwi Pratiwi, Fitria Mangunsong, Frieda |
| author_sort | Dwi Pratiwi, Fitria |
| collection | DSpace |
| description | Introduction. This study examined the theoretical model of peer social support’s mediation in the effect that social skills have on the academic self-concept of students with special needs in inclusive primary schools. Students’ academic self-concept was measured using the Academic Self-Concept Questionnaire, social skills using the Social Skills Improvement System, and peer social support using the Social Support Questionnaire for Children. Respondents were 292, 4th–6th grade students with special needs in inclusive primary schools in five areas of Jakarta Province.
Method. This study uses quantitative and non-experimental research methods to reveal the relationship among three variables: peer social support, social skills, and academic self-concept.
Results. The results showed that peer social support mediates social skills’ effect on the academic self-concept of students with special needs in inclusive primary schools. These results showed that through peer social support, social skills positively affect the academic self-concept of students with special needs in inclusive primary schools. However, peer social support is only a partial mediator, meaning that social skills remain strong and significantly and directly affect the academic self-concept of students with special needs in inclusive primary schools.
Discussion and Conclusion. These findings suggest that students’ social skills and peer social support should be the primary focus of school personnel for improving the academic self-concept of students with special needs in inclusive primary schools. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-8611 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2020 |
| publisher | Universidad de Almería |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-86112023-04-12T22:14:37Z Social Support Impact on Academic SelfConcept of Students with Special Needs Dwi Pratiwi, Fitria Mangunsong, Frieda academic self-concept social skills social support special needs student inclusive education autoconcepto académico habilidades sociales apoyo social estudiantes con necesidades especiales educación inclusiva Introduction. This study examined the theoretical model of peer social support’s mediation in the effect that social skills have on the academic self-concept of students with special needs in inclusive primary schools. Students’ academic self-concept was measured using the Academic Self-Concept Questionnaire, social skills using the Social Skills Improvement System, and peer social support using the Social Support Questionnaire for Children. Respondents were 292, 4th–6th grade students with special needs in inclusive primary schools in five areas of Jakarta Province. Method. This study uses quantitative and non-experimental research methods to reveal the relationship among three variables: peer social support, social skills, and academic self-concept. Results. The results showed that peer social support mediates social skills’ effect on the academic self-concept of students with special needs in inclusive primary schools. These results showed that through peer social support, social skills positively affect the academic self-concept of students with special needs in inclusive primary schools. However, peer social support is only a partial mediator, meaning that social skills remain strong and significantly and directly affect the academic self-concept of students with special needs in inclusive primary schools. Discussion and Conclusion. These findings suggest that students’ social skills and peer social support should be the primary focus of school personnel for improving the academic self-concept of students with special needs in inclusive primary schools. 2020-10-14T08:45:42Z 2020-10-14T08:45:42Z 2020 info:eu-repo/semantics/article 1696-2095 http://hdl.handle.net/10835/8611 http://dx.doi.org/10.25115/ejrep.v18i50.2404 en http://ojs.ual.es/ojs/index.php/EJREP/article/view/2404 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Universidad de Almería |
| spellingShingle | academic self-concept social skills social support special needs student inclusive education autoconcepto académico habilidades sociales apoyo social estudiantes con necesidades especiales educación inclusiva Dwi Pratiwi, Fitria Mangunsong, Frieda Social Support Impact on Academic SelfConcept of Students with Special Needs |
| title | Social Support Impact on Academic SelfConcept of Students with Special Needs |
| title_full | Social Support Impact on Academic SelfConcept of Students with Special Needs |
| title_fullStr | Social Support Impact on Academic SelfConcept of Students with Special Needs |
| title_full_unstemmed | Social Support Impact on Academic SelfConcept of Students with Special Needs |
| title_short | Social Support Impact on Academic SelfConcept of Students with Special Needs |
| title_sort | social support impact on academic selfconcept of students with special needs |
| topic | academic self-concept social skills social support special needs student inclusive education autoconcepto académico habilidades sociales apoyo social estudiantes con necesidades especiales educación inclusiva |
| url | http://hdl.handle.net/10835/8611 http://dx.doi.org/10.25115/ejrep.v18i50.2404 |
| work_keys_str_mv | AT dwipratiwifitria socialsupportimpactonacademicselfconceptofstudentswithspecialneeds AT mangunsongfrieda socialsupportimpactonacademicselfconceptofstudentswithspecialneeds |