Abstract
Education should encourage cognitive and emotional development in students with special educational needs, embracing how each student sees themselves. As such, mindfulness is a learning experience that entails significant emotional well-being, learning, and physical and mental health benefits for those who engage in this practice. The study analyzed perceptions of self-concept in students with compensatory education needs at primary school level (n = 26); this descriptive–correlational study was conducted by means of the “Multidimensional Self-Concept scale.” The respondents reported positive levels of self-concept in peer relations, physical appearance and physical ability, and academic self-concept in mathematics. Furthermore, correlations between the different factors of the scale were observed, thus favoring the subsequent design and implementation of a mindfulness intervention.
Highlights
The current education system proposes an education model focused on developing students’ cognitive capabilities and their emotional skills
The final form of the questionnaire, aimed at primary school students, comprised 64 items distributed across seven dimensions, and which was accompanied by a general self-concept index and an independent self-criticism scale
The descriptive analysis for each of the dimensions included in the scale (Table 1) shows the most favorable outcomes to be associated with the dimension corresponding to “peer relations self-concept” (M = 0.34), “physical ability self-concept” (M = 0.44), “academic self-concept in mathematics” (M = 0.47) and “physical appearance self-concept” (M = 0.48)
Summary
The current education system proposes an education model focused on developing students’ cognitive capabilities and their emotional skills. Given that school is about equipping students with the skills, knowledge, and attitudes to facilitate their autonomy and inclusion in school and social settings, it should contribute toward enhancing personality development. Education should embrace and protect students’ feelings, emotions, and self-esteem; widen the choices available to them; and acknowledge their uniqueness, collective identity, individual personality, and cultural specificities (Fernández & Terrén, 2008). According to Musitu, García, and Gutiérrez (1994), self-concept is understood as the notion an individual has of himself or herself, based on experiences with others and on how they evaluate their own behavior; this encompasses emotional, social, physical, family, and academic aspects. The characteristics associated with self-concept based on Shavelson, Hubner, and Stanton’s (1976) model are as follows:
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