Educational placement and achievement motivation of students with special educational needs
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In: Contemporary Educational Psychology, Vol. 55, 10.2018, p. 63-83.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -