Educational placement and achievement motivation of students with special educational needs

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Educational placement and achievement motivation of students with special educational needs. / Kocaj, Aleksander; Kuhl, Poldi; Jansen, Malte et al.
in: Contemporary Educational Psychology, Jahrgang 55, 10.2018, S. 63-83.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Kocaj A, Kuhl P, Jansen M, Pant HA, Stanat P. Educational placement and achievement motivation of students with special educational needs. Contemporary Educational Psychology. 2018 Okt;55:63-83. doi: 10.1016/j.cedpsych.2018.09.004

Bibtex

@article{a45cfe41d8684bc1a53880c2abcd59c4,
title = "Educational placement and achievement motivation of students with special educational needs",
abstract = "The present study investigated how the educational placement in special education schools or regular schools is related to the achievement motivation of students with special educational needs (SEN). Furthermore, we examined whether the classroom social environment (i.e., class-average achievement and social support) explains potential placement differences. We compared the academic self-concept and enjoyment of learning of SEN students in special education schools (n = 420) and regular schools (n = 678) at the end of 4th grade. In line with social comparison theory, SEN students in special education schools reported higher academic self-concepts and enjoyment of learning than their peers in regular schools. Examining underlying mechanisms, class-average achievement was negatively related to SEN students{\textquoteright} academic self-concept and enjoyment of learning. In contrast, individually perceived social support by classmates—but not class-average social support—was positively associated with SEN students{\textquoteright} achievement motivation. After controlling for individual and class-average achievement, no relationship between SEN students{\textquoteright} educational placement and achievement motivation was found. Results indicate that social comparisons with classmates may result in placement differences in SEN students' academic self-concept and enjoyment of learning.",
keywords = "Psychology, Special educational needs, Educational placement, Academic self-concept, Enjoyment of learning, Classroom composition",
author = "Aleksander Kocaj and Poldi Kuhl and Malte Jansen and Pant, {Hans Anand} and Petra Stanat",
year = "2018",
month = oct,
doi = "10.1016/j.cedpsych.2018.09.004",
language = "English",
volume = "55",
pages = "63--83",
journal = "Contemporary Educational Psychology",
issn = "1090-2384",
publisher = "Academic Press Inc.",

}

RIS

TY - JOUR

T1 - Educational placement and achievement motivation of students with special educational needs

AU - Kocaj, Aleksander

AU - Kuhl, Poldi

AU - Jansen, Malte

AU - Pant, Hans Anand

AU - Stanat, Petra

PY - 2018/10

Y1 - 2018/10

N2 - The present study investigated how the educational placement in special education schools or regular schools is related to the achievement motivation of students with special educational needs (SEN). Furthermore, we examined whether the classroom social environment (i.e., class-average achievement and social support) explains potential placement differences. We compared the academic self-concept and enjoyment of learning of SEN students in special education schools (n = 420) and regular schools (n = 678) at the end of 4th grade. In line with social comparison theory, SEN students in special education schools reported higher academic self-concepts and enjoyment of learning than their peers in regular schools. Examining underlying mechanisms, class-average achievement was negatively related to SEN students’ academic self-concept and enjoyment of learning. In contrast, individually perceived social support by classmates—but not class-average social support—was positively associated with SEN students’ achievement motivation. After controlling for individual and class-average achievement, no relationship between SEN students’ educational placement and achievement motivation was found. Results indicate that social comparisons with classmates may result in placement differences in SEN students' academic self-concept and enjoyment of learning.

AB - The present study investigated how the educational placement in special education schools or regular schools is related to the achievement motivation of students with special educational needs (SEN). Furthermore, we examined whether the classroom social environment (i.e., class-average achievement and social support) explains potential placement differences. We compared the academic self-concept and enjoyment of learning of SEN students in special education schools (n = 420) and regular schools (n = 678) at the end of 4th grade. In line with social comparison theory, SEN students in special education schools reported higher academic self-concepts and enjoyment of learning than their peers in regular schools. Examining underlying mechanisms, class-average achievement was negatively related to SEN students’ academic self-concept and enjoyment of learning. In contrast, individually perceived social support by classmates—but not class-average social support—was positively associated with SEN students’ achievement motivation. After controlling for individual and class-average achievement, no relationship between SEN students’ educational placement and achievement motivation was found. Results indicate that social comparisons with classmates may result in placement differences in SEN students' academic self-concept and enjoyment of learning.

KW - Psychology

KW - Special educational needs

KW - Educational placement

KW - Academic self-concept

KW - Enjoyment of learning

KW - Classroom composition

UR - http://www.scopus.com/inward/record.url?scp=85053189940&partnerID=8YFLogxK

U2 - 10.1016/j.cedpsych.2018.09.004

DO - 10.1016/j.cedpsych.2018.09.004

M3 - Journal articles

VL - 55

SP - 63

EP - 83

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 1090-2384

ER -

DOI

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