Open AccessSocial Support Impact on Academic Self-Concept of Students with Special Needs
Author(s) -
Fitria Pratiwi,
Frieda Maryam Mangunsong Siahaan
Publication year - 2020
Publication title -
revista electrónica de investigación psicoeducativa y psicopedagógica/revista de investigación psicoeducativa
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.256
H-Index - 26
eISSN - 1699-5880
pISSN - 1696-2095
DOI - 10.25115/ejrep.v18i50.2404
Subject(s) - psychology , social skills , social support , special needs , peer support , mediation , affect (linguistics) , inclusion (mineral) , mathematics education , medical education , social psychology , developmental psychology , sociology , medicine , social science , communication , psychiatry
. 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.