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Self-image of pupils with disabilities in specific areas of learning compared to peers without disabilities

Janja Sečkar (2019) Self-image of pupils with disabilities in specific areas of learning compared to peers without disabilities. MSc thesis.

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    Abstract

    In my master thesis, I note self-concept of pupils with disabilities in specific areas of learning and peers without disabilities, I compare them and determine in which areas their self-concept is good and in which poor. In the theoretical introduction, there are the definitions of self-concept, components and models of self-concept, self-concept in adolescence, the impact of self-concept on learning and ways of promoting positive self-concept in pupils. In short, I also present the pupils with disabilities in specific areas of learning. I explored the self-concept and components of self-concept with adapted to the Slovenian self-concept questionnaire-SPA for self-concept of pupils (Musita, García, Gutiérrez, Krajnc and Pečjak, 1998). The mentioned questionnaire has verified measurement characteristics, reliability and validity. The sample is composed of 96 pupils, of regular elementary schools in Prekmurje, of whom 48 are pupils whit disabilities in specific areas of learning and 48 peers without disabilities. The results show that the self-concept of pupils whit disabilities in specific areas of learning and peers without disabilities is good. Pupils whit disabilities in specific areas of learning and peers without disabilities have good social, family and physical self-concept, but they have a worse academic and emotional self-concept. The results show that there is a statistically significant relationship between most components of self-image, which means that the values of the one component increase as the values of another component increase. On the other hand, were no statistically significant connection between social and emotional self-concept and learning and emotional self-concept. There is also a statistically significant connection between individual components and general self-concept. The study found that pupils with disabilities in specific areas of learning have lower social self-concept than their peers without disabilities. We have found that all involved pupils have the same physical self-concept. We have found that general and academic self-concept of pupils with disabilities in specific areas of learning is lower than their peers without disabilities. The study shows that academic self-esteem does not depend on the gender of pupils. To sum up, my main findings are that pupils with disabilities in specific areas of learning and peers without disabilities have good general self-concept, but we have to pay attention in all components of self-concept, helping pupils to develop good self-concept, involving all members of the expert team as well as their parents. In purpose to improve self-concept, as pupils with disabilities in specific areas of learning as peers without disabilities, are in the master thesis useful recommendations, guidelines for teachers or expert, involved in the educational process.

    Item Type: Thesis (MSc thesis)
    Keywords: self-concept, components of self-concept, pupils with disabilities in specific areas of learning
    Number of Pages: 56
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Janez JermanMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12520521
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5861
    Date Deposited: 15 Jul 2019 10:23
    Last Modified: 15 Jul 2019 10:23
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5861

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