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A preliminary investigation of special needs students' global and mathematics self‐concepts
Author(s) -
Kruger Louis J.,
Wandle Caroline
Publication year - 1992
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199207)29:3<281::aid-pits2310290311>3.0.co;2-i
Subject(s) - psychology , mathematics education , special education , scale (ratio) , multilevel model , self concept , special needs , developmental psychology , mathematics , statistics , physics , quantum mechanics , psychiatry
We investigated students' self‐concepts within a multidimensional and hierarchical model. Participants were 95 special needs students in grades 3 through 12 who received mathematics instruction in special education classes. Partial support was found for the hierarchical model in special needs students: The relationship between scores on the Piers‐Harris self‐Concept Scale and Mathematics Achievement (Iowa Tests of Basic Skills) was significantly stronger for elementary students ( r =.53) than for secondary students ( r =.04). Percent of the school day spent in special education had a negative relationship ( p <.05) to scores on Piers‐Harris self‐Concept Scale and a positive relationship ( p <.05) to an investigator‐developed mathematics self‐concept instrument. The results suggest that special education has a complex relationship to self‐concept. Possible implications for practice and future research are discussed.