Social Support Impact on Academic Self-Concept of Students with Special Needs

• Fitria Dwi Pratiwi ^[1] ; Frieda Mangunsong ^[1]
  1. [1] University of Indonesia

     University of Indonesia

     Indonesia

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 18, Nº. 50, 2020, págs. 143-158
• Idioma: inglés
• DOI: 10.25115/ejrep.v18i50.2404
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción. Este estudio examinó el modelo teórico de la mediación del apoyo social entre pares en el efecto que las habilidades sociales tienen en el autoconcepto académico de los estudiantes con necesidades especiales en escuelas primarias inclusivas. El autoconcepto aca- démico de los estudiantes se midió con el Academic Self-Concept Questionnaire, las habilidades sociales con el Self-Concept Questionnaire y el apoyo social entre pares con el Social Support Questionnaire for Children. Los participantes fueron 292 estudiantes de 4o a 6o grado con necesidades especiales en escuelas primarias inclusivas en cinco áreas de la provincia de Yakarta.

    Método. Este estudio empleó métodos de investigación cuantitativos y no experimentales para revelar la relación entre tres variables: apoyo social entre pares, habilidades sociales y autoconcepto académico.

    Resultados. Los resultados mostraron que el apoyo social entre pares media el efecto de las habilidades sociales en el autoconcepto académico de los estudiantes con necesidades especia- les en escuelas primarias inclusivas. Además, se obtuvo que a través del apoyo social entre pares, las habilidades sociales afectaron positivamente el autoconcepto académico de los es- tudiantes con necesidades especiales en escuelas primarias inclusivas. Sin embargo, el apoyo social entre pares fue solo un mediador parcial, lo que significa que las habilidades sociales siguen siendo fuertes y significativas y afectan directamente el autoconcepto académico de los estudiantes con necesidades especiales en escuelas primarias inclusivas.

    Discusión y conclusión. Estos hallazgos sugieren que las habilidades sociales y el apoyo so- cial de los estudiantes deberían ser el enfoque principal del personal escolar para mejorar el autoconcepto académico de los estudiantes con necesidades especiales en las escuelas primarias inclusivas.

  • English

    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.

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