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

Annette Lohbeck

doi:10.1007/s11218-020-09586-8

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.

Highlights

The UNESCO (2009) proposed that the inclusion of children into ‘regular’ schools is the most effective means of combating discriminatory attitudes
When testing the factor structure of each of the three constructs, all models showed a satisfactory fit to the data
The 4-factor model differentiating between four distinct factors provided good support for a clear distinction between academic self-concepts, self-esteem, and self-perceptions of social integration

Summary

Introduction

The UNESCO (2009) proposed that the inclusion of children into ‘regular’ (mainstream) schools is the most effective means of combating discriminatory attitudes. The basic assumption of the concept of inclusion is that integrating students with special educational needs (SEN) into mainstream classes would enhance students’ performance due to a more stimulating and demanding environment (Gorges et al 2018). In particular, known about the relationships of academic self-concepts with self-esteem and selfperceptions of social integration or differences in these constructs between students attending different classroom settings. The central objective of this study is to reveal (1) the relationships between academic self-concepts, self-esteem, and self-perceptions of social integration as well as (2) differences in these constructs between students attending inclusive and mainstream classes. As academic self-concepts begin to quickly decline until the end of compulsory education (Jacobs et al 2002), research on the relationships of academic self-concepts with these constructs is of considerable importance and provides important implications for self-concept interventions that are appropriate for students attending different classroom settings

Methods

Results

Discussion

Conclusion