Social Support Impact on Academic Self-Concept of Students with Special Needs
DOI:
https://doi.org/10.25115/ejrep.v18i50.2404Palabras clave:
academic self-concept, social skills, social support, special needs student, inclusive education.Resumen
Introduction. 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.
Descargas
Citas
Adler, R. (2010). Study of program inferiority and its psychical compensation. New York: Nervous and Mental Disease Publishing.
Ardha, R.Y (2017). Keterampilan Sosial Anak Tunagrahita Ringan di Sekolah Dasar Inklusif. JASSI_anakku, 18 (2), 46-50.
Atmasari. (2009). Studi Deskriptif Mengenai Konsep Diri Akademik dan Perencanaan Karier Pada Remaja Yang Memiliki Orang Tua Sebagai Tenaga Kerja Indonesia. Retrieved from http://alumni.unair.ac.id/kumpulanfile/743829930.abs.pdf
Bond, R., & Castagnare, E. (2006). Peer support and inclusive education: an underutilized resource. Theory into Practice, 45 (3), 224-229. https://doi.org/10.1207/s15430421tip4503_4
Brown, Odom, S. L., & McConnell, S. R. (Eds.). (2007). Social competence of young children: Risk, disability, and intervention. Baltimore, MD: Paul H. Brooks.
Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113(6), 479-494. http://dx.doi.org/10.1352/2008.113:479-494
Crawford, M., & Manassis., K. (2011). Anxiety, social skills, friendship quality, and peer victimization: An integrated model. Journal of Anxiety Disorder, 25, 924-931. https://doi.org/10.1016/j.janxdis.2011.05.005
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for student at risk. Psychology in the School, 305-316. https://doi.org/10.1002/pits.10018
Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001). New Directions in Social Skills Assessment and Intervention for Elementary and Middle School Students. In:Exceptionality, 9 (1 & 2), 19-32. https://doi.org/10.1080/09362835.2001.9666989
Frostad, P., & Pijl, S. J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22(1), 15-30. https://doi.org/10.1080/08856250601082224
Foster, K. (2011). Using a peer buddy system to increase interaction between students with special needs and their peers. Theses and Dissertations: 257. Retrieved from http://rdw.rowan.edu/etd/257
Gresham, Cook, Crews, & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30(1), 32-46. https://doi.org/10.1177/019874290403000101
Gresham, F., & Elliott, S. (2008). Social Skills Improvement System-Rating Scales. Minneapolis: MN: Pearson Assessments.
Gresham., MacMillan., Bocian., Ward, S. L., & Forness, S. R. (1998). Comorbidity of hyperactivity-impulsivity-inattention and conduct problems: Risk factor in social, affective, and academic domains. Journal of Abrnormal Psychology, 26.
Guay, F. M., & Boivin, M. (2003). Academic self-concept and academic achievement: developmental perspectives on their causal ordering. Journal of Educational Psychology. 95 (1), 126-136. https://doi.org/10.1037/0022-0663.95.1.124
Hadinata, P. (2009). Kontribusi iklim kelas terhadap motivasi belajar siswa. Depok: Universitas Gunadarma.
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional children: Introduction to special education. Boston: Allyn & Bacon.
Harter, S. (1985). The self-perception profile for children: Revision of the perceived competence scale for children. US: University of Denver.
Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45, 84-108. https://doi.org/10.1046/j.0021-9630.2003.00308.x
Huitt, W. (2004). Self-concept and self-esteem. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved January 2010, from http://www.edpsycinteractive.org/topics/regsys/self.html
Ikiza, & Cakar, F. (2010). Perceived social support and self–esteem in adolesence. Procedia Social and Behavioral Sciences, 5, 2338-2342. https://doi.org/10.1016/j.sbspro.2010.07.460
Killen, M., & Copland, R. J. (Eds.). (2011). Social development in childhood and adolescence: A contemporary reader. New York, NY: Wiley.
Lent, & Bacon. (2011). Academic self-concept and academic achievement of African American students transitioning from urban to rural schools. US: University of Iowa.
Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self- efficacy. Journal of Counseling Psychology, 44, 307-315. https://doi.org/10.1037/0022-0167.44.3.307
Liu, & Wang, C. K. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6 (1), 20-27.
Liu, W. C., Wang, C. K., & Parkins, E. J. (2005). A longitudinal study of students’ academic self-concept in a streamed setting: The Singapore context. The British Journal of Educational Psychology. 75 (4), 567-586. https://doi.org/10.1348/000709905X422
Lynch, S. A., & Simpson, C. G. (2010). Social Skills: Laying the Foundation for Success. Dimensions of Early Childhood, 38(2), 3-12.
Macintosh, K., & Dissanayake, C. (2006). Social skills and problem behaviours in school aged children with high-functioning autism and Asperger’s disorder. Journal of Autism and Developmental Disorders, 36(8), 1065-1076.
Mangunsong, F. (2014). Psikologi pendidikan anak berkebutuhan khusus (Jilid 1). Depok: Lembaga Pengembangan Sarana Pengukuran dan Pendidikan Psikologi UI (LPSP3 UI).
Marsh, H., & Hau, K. (2003). Big-Fish—Little-Pond effect on academic selfconcept: A cross-cultural (26-country) test of the negative effects of academically selective schools. Journal of American Psychologist, 364-376. https://doi.org/10.1037/0003-066X.58.5.364
Marti, A.D. (2012). Pendidikan Inklusif Di Sekolah Dasar Kota Padang. Jurnal Ilmiah Pendidikan Khusus, 1 (3), 1, (http://ejournal.unp.ac.id/index.php/jupekhu).
McDonnall, M. C., & Giesen, M. J. (2012). The relationship between parental involvement and mathematics achievement for students with visual impairments. Journal of Special Education, 45(4), 204-215. https://doi.org/10.1177/0022466910365169
Nilsen, W. K., Roysamb & Gustavson, K. (2013). Social skills and depressive symptoms across adolencence: Social support as mediator in girls versus boys. Journal of Adolescence. 36, 11-20. https://doi.org/10.1016/j.adolescence.2012.08.005
Papalia, E. D., Sally W. O., & Ruth D. F. (2009). Perkembangan manusia. Jakarta: Salemba Humanika.
Pijl, S. J., & Frostad, P. (2010). Peer acceptance and self-concept of students with disabilities in regular education. European Journal of Special Needs Education, 25(1), 93-105. https://doi.org/10.1080/08856250903450947
Prinstein, M. J., & Dodge, K. A. (Eds.). (2008). Understanding peer influence in children and adolescents. New York, NY: Guilford Press.
Rimm-Kaufman, Curby, Grimm, K. J., Brock., & Nathanson, L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten class- room. Developmental Psychology, 45 (4), 958-972. https://doi.org/10.1037/a0015861
Sullivan, T. N., Sutherland, K. S., Lotze, G. M., Helms, S. W., Wright, S. A., & Ulmer, L. J. (2015). Problem situations experienced by urban middle school students with high incidence disabilities that impact emotional and behavioral adjustment. Journal of Emotional and Behavioral Disorders, 23(2), 101-114. https://doi.org/10.1177/1063426614528243
Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly, 25, 141-151. https://doi.org/10.2307/1511280
Undang-Undang Nomor 19 Tahun 2011 Tentang Pengesahan Hak- HakPenyandang Disabilitas (Ratification of the Convention on the Rights of Persons with Disabilities.)
Wahyuni, C. (2017). Pengaruh Keterlibatan Orang Tua terhadap Prestasi Akademik siswa, dimediasi oleh Keterampilan Sosial Siswa Berkebutuhan Khusus di Sekolah Dasar Inklusif. Tesis. Depok: Universitas Indonesia.
Zeleke, S. (2004) Self-Concepts of students with learning disabilities and their normal achieving peers: a review. European Journal of Special Needs Education, 19(2), 142-170. https://doi.org/10.1080/08856250410001678469
Descargas
Publicado
Número
Sección
Licencia
La revista se publica bajo una licencia Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 4.0
