Journalartikel - Artikel | 2018 | Not reviewed

Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education

Autor(en)

Gorges, Julia ; Neumann, Phillip ; Wild, Elke ; Stranghöner, Daniela ; Lütje-Klose, Birgit

Normierter Zeitschriftentitel

Learning and individual differences

DOI

10.1016/j.lindif.2017.11.005

ISSN

1041-6080

URL

https://pub.uni-bielefeld.de/record/2914985

Web of Science-ID

000425203400002

Weitere Details

Sprache

englisch

Darstellungsform

Text

Band

Seitenbereich

11 - 20

Schlagwörter

Academic selfconcept of ability , BiLieF , Inclusive education , Learning disability , Reciprocal effects model , Special educational needs

Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.

Zitierstile

Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences. 2018;61:11-20.

In die Zwischenablage einfügen

Gorges, J., Neumann, P., Wild, E., Stranghöner, D., & Lütje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences, 61, 11-20. doi:10.1016/j.lindif.2017.11.005

In die Zwischenablage einfügen

Gorges, Julia, Neumann, Phillip, Wild, Elke, Stranghöner, Daniela, and Lütje-Klose, Birgit. 2018. “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education”. Learning and Individual Differences 61: 11-20.

In die Zwischenablage einfügen

Gorges, J., Neumann, P., Wild, E., Stranghöner, D., and Lütje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences 61, 11-20.

In die Zwischenablage einfügen

Gorges, J., et al., 2018. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences, 61, p 11-20.

In die Zwischenablage einfügen

J. Gorges, et al., “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education”, Learning and Individual Differences, vol. 61, 2018, pp. 11-20.

In die Zwischenablage einfügen

Gorges, J., Neumann, P., Wild, E., Stranghöner, D., Lütje-Klose, B.: Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences. 61, 11-20 (2018).

In die Zwischenablage einfügen

Gorges, Julia, Neumann, Phillip, Wild, Elke, Stranghöner, Daniela, and Lütje-Klose, Birgit. “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education”. Learning and Individual Differences 61 (2018): 11-20.

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