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1.
Whether individuals who have a diagnosis of intellectual disability (ID) perceive and experience stigma has been a matter of some debate. In this paper, we consider the role of the level of ID and gender on perception of stigma in individuals with ID who attend a segregated special secondary school and whether reports of stigma impact self-perception and social comparison with others. Each participant (N?=?54) completed self-report measures in a cross-sectional survey design. The degree of ID and gender were found to influence experience of stigma and respondents’ social comparison with others. Category of ID (borderline, mild, moderate) was also associated with differences in self-perception of physical appearance and perception of global self-worth. Social comparisons were also negatively related to experience of stigma. Discussion focuses on the heterogeneity of those affected by ID and how this impacts on their experience of stigma.  相似文献   

2.
The present study empirically addresses two longstanding controversial issues in the field of intellectual styles. The first concerns the distinction (or similarity) between various style constructs. The second relates to whether or not intellectual styles make a difference to students' academic achievement. Specifically, the study investigated the relationship between Torrance's modes of thinking and Sternberg's thinking styles. It also examined the role of the two style constructs in achievement in Chinese, English, and mathematics. Three self‐report inventories were administered to 452 students from a senior secondary school in rural China. After students' age, gender, and self‐rated abilities were controlled for, thinking styles predicted modes of thinking. In general, conservative intellectual styles predicted better achievement across the three subjects among students in lower grade levels, whereas creative intellectual styles contributed to achievement in Chinese among students in higher grade levels. It is concluded that each of the two style constructs has a unique value in explaining individual differences in human performance. Furthermore, the study makes another call for cultivating creative intellectual styles among school students.  相似文献   

3.
The objective of this study was to check attitudes towards mathematics and to analyse if there are differences in attitudes that could be attributed to the type of school, gender, grade, age, the frequency in which mathematical problems were understood, the amount of days dedicated to the study of mathematics, school failure, whether help on the completion of homework was offered and to the self-perception of mathematical performance. A total of 209 students of the 3rd and 4th Grades of basic education in the private school system in Campinas, Sao Paulo, Brazil, were surveyed. They responded to an attitude towards mathematics scale and to a questionnaire for their characterisation, during school hours and in the absence of their mathematics teacher. The average figure on the attitudes scale was 52.718, with a standard deviation of 11.837. Significant statistical differences were found (alpha = 0.05) in the attitudes according to the type of school, the frequency in which the subjects understood the mathematical problems solved in the classroom, grade, age and to the self-perception of mathematical performance.  相似文献   

4.
In this study, a large sample with a clustered data structure from an educational context was utilized to analyze the relationship between cognitive abilities, school type, gender, and divergent thinking. The sample comprised 1098 students in 55 classrooms. A sequence of nested multilevel regression analyses revealed that processing capacity, as a core component of intelligence, as well as processing speed shared a significant amount of variance with divergent thinking. Additionally, school type affected divergent thinking even when controlling for intellectual abilities. Furthermore, a significant gender difference in divergent thinking favouring females was found. Gender differences as well as the effect of processing capacity and processing speed varied across classrooms, reflecting differences in the classroom environment. The nature of the relationships of cognitive and social factors to divergent thinking was considered.  相似文献   

5.
Inclusive rather than segregated schooling has been advocated in several significant international declarations during the past two decades. Even so children with significant intellectual disabilities are at greater risk of being excluded from mainstream education, unless particular efforts are made to support them in such settings. These children and young people are more likely to be educated in special schools or in special classes within mainstream schools. In the decade from 2003 to 2013, the Republic of Ireland enacted legislation and provided additional financial resources for pupils with special educational needs, although these were more constrained during the financial crisis that Ireland experienced from 2008 onwards. A national database, updated annually, is maintained of children receiving services from specialist intellectual disability services and this enabled comparisons to be made for the enrolments of over 8000 children aged 4–19 in mainstream and special schools following the introduction of legislation and availability of additional resources. The data showed a steady increase in children with significant intellectual disabilities attending mainstream classes and a decrease in the proportion attending special schools along with a much smaller but decreasing proportion in special classes. The profile of pupils with intellectual disabilities in mainstream and special schools also changed over the 10 years with higher proportions of males, of pupils with moderate disabilities and those of primary age attending mainstream schools, whereas special schools now tend to have higher proportions of females and those of secondary school age. However, there was marked regional variation in the proportions of pupils in mainstream schools which was attributed to the availability of special schools across the State. This study demonstrates how a national data-set can be used to track the impact that policy changes and legislation designed to enhance the development of inclusive learning environments had on the number of pupils availing of mainstream opportunities. It was also possible to identify prevailing trends in types of support provided within schools and the changing pattern of provision for pupils with different levels of intellectual disability. At the broader level of international trends in policy and provision aimed at establishing inclusive learning environments, this study demonstrates the need for a common frame of reference around which the national and international conversations on educational systems can take place.  相似文献   

6.
The aims of this study were to examine changes in students’ English and math self-concepts and to investigate the effects of gender and school ability level on these changes. Self-concept in English and math were measured thrice across three years among a sample of 2618 secondary school students from Hong Kong. Gender and school ability level were included as time-invariant predictors. Results indicated that students’ English self-concept slightly increased across time, while math self-concept marginally declined. Gender influenced both the initial levels and rates of change for English and math self-concepts, while school ability level predicted initial levels of self-concept. Implications are discussed.  相似文献   

7.
ABSTRACT

Postschool outcomes of youth with intellectual disability (ID) continue to trouble practitioners and scholars. The purpose of this study was to analyze postschool engagement outcome data for 360 survey respondents with ID in South Carolina in the areas of employment and postsecondary education/training. Specifically, we examined the relationship of special education exit reason, as well as, student, school, and district variables to youth’s postschool engagement. We used logistic regression to estimate probability of engagement one year after exiting high school. Results indicated that special education exit reason, gender, school retention rates, district attendance rates, percentage of students with disabilities within a district, percentage of students within a district receiving free and reduced lunch, district retention rates, and district suspension/expulsion rates were significantly related to three postschool engagement outcomes. Implications for future research and practice are discussed.  相似文献   

8.
This study examined the effects of the normative school transition ( n = 580) during early adolescence on the self-system and perceived school and peer social contexts of poor, black ( n = 161), white ( n = 146), and Latino ( n = 273) youth in the public school systems of 3 eastern urban cities. The results revealed negative effects of the school transition on the affective and behavioral domains of the self-system. These declines in self-esteem, class preparation, and grade-point average (GPA) were common across race/ethnicity and gender. Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Daily hassles with the school increased, while social support and extracurricular involvement decreased over the transition. Daily hassles with peers decreased, and peer values were perceived as more antisocial. These changes in the school and peer microsystems were also common across race/ethnicity and gender. In addition, transition-associated school and peer changes and, in particular, changes in daily hassles with the school were associated with changes in the academic dimensions of the self-system, that is, academic efficacy expectations, class preparation, and GPA. The results are discussed within a developmental mismatch framework.  相似文献   

9.
This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered. The same students’ perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student gender. Both school size and student gender were found to be influencing factors for changes in some learning environment dimension perceptions.  相似文献   

10.
This study extended previous research on changes in children's self-beliefs by documenting domain-specific growth trajectories for 761 children across grades 1 through 12 in a longitudinal study of perceptions of self-competence and task values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs across childhood and adolescence within the domains of mathematics, language arts, and sports; (2) examine the impact of changes in competence beliefs on changes in values over time in the same domains; and (3) describe gender differences in mean levels and trajectories of change in competence beliefs and values. The most striking finding across all domains was that self-perceptions of competence and subjective task values declined as children got older, although the extent and rate of decline varied across domains. For example, in language arts, competence beliefs declined rapidly during the elementary school years, but then leveled off or increased to some extent; whereas the decline in self-competence beliefs in sports accelerated during the high school years. Significant gender differences in beliefs were found in most domains; however, the gender differences in developmental trajectories appeared to be domain specific rather than global. Importantly, the gender differences between boys and girls did not systematically increase with age, as predicted by some socialization perspectives. Adding competence beliefs as an explanatory variable to the model for task values revealed that changes in competence beliefs accounted for much of the age-related decline in task values. In addition, competence beliefs accounted for most of the gender differences in task values for language arts and sports.  相似文献   

11.
This study examined changes in pupils’ agency beliefs and control expectancy from grade four to grade six, and whether they were associated with studying in a class with a special emphasis on a subject as compared to studying in a class without emphasis. After controlling for the effects of mother’s education, prior school achievement, and gender, we found that the average pattern of change varied for different action-control beliefs, and that class membership did not moderate these changes. Mother’s education, pupils’ prior school achievement, and gender all predicted class membership, but their effects on action-control beliefs varied depending on the type of belief. Implications for educational policy will be discussed.  相似文献   

12.
In Finland compulsory education has been organised within the comprehensive school system since 1970. However, until August 1997, the students with the most severe intellectual disabilities were educated by social welfare authorities outside the school system. This study evaluates the transition from the social service system into the comprehensive school system one year after the reform. Nationally representative data was gathered in 1998 from 125 teachers who taught 591 (65%) of all school age children with severe and profound intellectual disabilities in Finland. The results of the study indicated that while physical integration had increased, individual integration into the full-time mainstream classroom occurred only seldom. Further, only a few teachers thought that the best placement for children with severe and profound intellectual disabilities was in full-time general education classes. About 80% of the respondents thought that the best placement was in full- or part-time special classes located in mainstream schools.  相似文献   

13.
Academic self-concept (ASC) is subject to substantial change throughout the course of schooling. Besides individual factors, contextual characteristics play an important role in driving changes in self-perception. The abilities of classmates are especially important: Equally able students report lower ASCs when in high-achieving classrooms than when in low-achieving classrooms. This contextual effect is known as the Big-Fish-Little-Pond Effect (BFLPE). Although the BFLPE has been replicated in different settings, little is known about whether it is important across consecutive contexts. Therefore, we analyze the effects of various contexts on students’ ASCs. We draw on a sample of fourth graders, who transitioned from elementary school to secondary school. Using contextual information from both elementary and secondary school, our results indicate that the BFLPE exists in both elementary-school and secondary-school contexts. Yet, when students moved to secondary-school, the BFLPE from elementary school successively diminished and was no longer discernible after one year.  相似文献   

14.
This paper examined the extent to which gender, academic achievement in social studies and the occupation of the parents of the students may be intervening variables in the citizenship behaviour of students within the school purview. An observational scheme, using Mehlinger's and Okunrotifa's posit, was used to observe 60 students for 3 weeks by trained raters. While the general picture appears satisfactory and gender has no significant influence, academic achievement in social studies and the occupation of parents are significant variables associated with student degree of citizenship behaviour. Therefore, in all school work dealing with civic competence, moral education concepts should be used and students should be associated heterogeneously across sex, intellectual capability and parents’ status.  相似文献   

15.
The purpose of this study was to develop a logistic regression model for the prediction of school enrolment of Kenyan children with intellectual disabilities. The initial set of predictors included three demographic variables (child's gender, child's level of intellectual disability, and parents' level of education) and six factors of parents' expectations and beliefs about future outcomes and education of children with intellectual disabilities. Previous research implicated some of these concepts in school enrolment of children with disabilities in African countries without providing a particular prediction model. The hypothesised factor structure of the instrument developed in this study was tested by using a confirmatory maximum likelihood factor analysis. A stepwise logistic regression was conducted with the initial model including all nine predictors of school enrolment of children with intellectual disabilities in Kenya. Significant predictors in the final logistic regression model were (a) parents' expectations about social acceptance of the child, (b) parents' bias against educating children with intellectual disabilities, (c) parents' beliefs about a segregated school option, (d) parents' beliefs about the appropriateness of the child's school education, and (e) parents' level of education.  相似文献   

16.
This longitudinal study, spanning from 1995 through 2012, followed vulnerable youth from upper secondary school (T1) as they made the transition to their early twenties (T2), late twenties (T3) and mid-thirties (T4). We investigated their social network relationships in different phases of adult life, focusing mainly on factors that explain patterns of social adaptation. Internet-mediated relationships were also studied at T4. We found that attending special classes in upper secondary school explained the respondents’ risk of being in a small isolated and bonding network in their early twenties. In the transition from early to late twenties, the relative impact of a changed life situation, which increases the potential of network formation, is a resilience factor. Logistic regression analyses, however, showed that in the transition from T3 to mid-thirties, having intellectual disabilities was a risk factor for social isolation. In particular, males with intellectual disabilities or psychosocial difficulties at this age were isolated in small networks and less likely to be on Facebook/Twitter. A shift of factors in the explanatory model of the transition from school to adult life reflects the relative impact of contextual factors distant and closer in time, shedding light on the principle of social ties to others, linked lives and cumulative disadvantages across the life course.  相似文献   

17.
Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differences with preschool and primary school. A literature review on secondary school literature, including 19 articles, revealed large parallels, i.e. the three concepts can be used as synonyms and include the same key themes: relationships, interactions, perception of the pupil with SEN and acceptance by classmates. Although the subthemes within the key themes largely concurred, one subtheme (i.e. self-perception of social interaction) was added and three subthemes, mentioned in the scheme based on preschool and primary school, were not found.  相似文献   

18.
ABSTRACT

Research indicates that in traditional public schools the subjective well-being of students and parents varies by gender, race, and special education status. Prior studies suggest that general education students are more satisfied with their schooling than special education students, that female students have greater satisfaction with their schooling than male students, and that Caucasian and Latino students report greater school satisfaction than African American students. No prior research has studied parental and student subjective well-being in a cyber environment. The authors investigate parental and student subjective well-being in a cyber charter school, using a student (n = 269; 53.7% response rate) and parent (n = 232; 48.7% response rate) survey. They find statistically significant differences in subjective well-being across demographic groups of students, and also significantly higher satisfaction among special education students in the cyber school environment. Implications are discussed.  相似文献   

19.
The authors examined the temporal stability of elementary school students' (N = 432) motivation goals (task-mastery, performance, and work-avoidant) for literacy activities in the classroom. Task-specific assessments of students' goals were collected in the fall and spring of Grades 3, 4, and 5. Stability coefficients indicated a reasonable degree of consistency in students' goal responses over time, even though goals were initially assessed in relation to a specific learning assignment. However, there were also significant mean-level changes in students' goals within the school year and significant linear declines in task-mastery and performance goals over time. Changes were consistent across gender groups and across ability levels. Additionally, changes in task-mastery goal ratings explained variations in students' reported use of active learning strategies in reading and writing activities. The important implications of this study for future research are discussed.  相似文献   

20.
The present study examined the role of school connectedness in mediating the relations of social skills and school climate of diversity (SCD) to life satisfaction (LS) among school‐aged children. This study also investigated whether there is any gender difference in relationships. Participants included 873 elementary school students in Grades 4 through 6. The results of the structural equation modeling supported the partial mediating role of school connectedness, indicating that social skills and SCD lead to LS both directly and indirectly through enhanced school connectedness. Multigroup analysis demonstrated that the direct path from the SCD to LS was significant only for boys, while other paths are invariant across gender. Implications are addressed for school‐based interventions to promote school connectedness and LS.  相似文献   

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