Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school

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Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school. / Pozas, Marcela; Trujillo, Claudia Jaquelina González; Letzel-Alt, Verena.
In: Frontiers in Education, Vol. 8, 1069193, 17.03.2023.

Research output: Journal contributionsJournal articlesResearchpeer-review

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@article{1e05655a724c48b08edb9f4f12839f42,
title = "Mexican school students{\textquoteright} perceptions of inclusion: A brief report on students{\textquoteright} social inclusion, emotional well-being, and academic self-concept at school",
abstract = "With the increasing student diversity, inclusive education has only become more relevant. Given that inclusive education is considered as the most effective approach to improve quality of education and promote equity and social cohesion, research has focused on examining the facilitators and barriers of meaningful inclusive education as well as the effectiveness of inclusive education on students{\textquoteright} academic outcomes. In contrast, far less attention has been paid to explore students{\textquoteright} non-achievement outcomes, such as their socio-emotional development. Therefore, this brief report presents the results of a small-scale exploratory study which examines Mexican students{\textquoteright} perceptions regarding their social inclusion, emotional well-being, and academic self-concept. A total of 101 Mexican students were included in the sample. Nonparametric tests such as Chi-square goodness of fit, Mann–Whitney U and Dunn{\textquoteright}s tests were conducted to analyze the data. Overall, results show that students in general perceive themselves included at school, however, students attending private schools experience less emotional well-being. Implications of the results as well as further lines of research are discussed.",
keywords = "academic self-concept, emotional well-being, inclusive education, Mexico, perceptions of inclusion questionnaire, social inclusion, students{\textquoteright} perceptions, Educational science",
author = "Marcela Pozas and Trujillo, {Claudia Jaquelina Gonz{\'a}lez} and Verena Letzel-Alt",
note = "Publisher Copyright: Copyright {\textcopyright} 2023 Pozas, Trujillo and Letzel-Alt.",
year = "2023",
month = mar,
day = "17",
doi = "10.3389/feduc.2023.1069193",
language = "English",
volume = "8",
journal = "Frontiers in Education",
issn = "2504-284X",
publisher = "Frontiers Research Foundation",

}

RIS

TY - JOUR

T1 - Mexican school students’ perceptions of inclusion

T2 - A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school

AU - Pozas, Marcela

AU - Trujillo, Claudia Jaquelina González

AU - Letzel-Alt, Verena

N1 - Publisher Copyright: Copyright © 2023 Pozas, Trujillo and Letzel-Alt.

PY - 2023/3/17

Y1 - 2023/3/17

N2 - With the increasing student diversity, inclusive education has only become more relevant. Given that inclusive education is considered as the most effective approach to improve quality of education and promote equity and social cohesion, research has focused on examining the facilitators and barriers of meaningful inclusive education as well as the effectiveness of inclusive education on students’ academic outcomes. In contrast, far less attention has been paid to explore students’ non-achievement outcomes, such as their socio-emotional development. Therefore, this brief report presents the results of a small-scale exploratory study which examines Mexican students’ perceptions regarding their social inclusion, emotional well-being, and academic self-concept. A total of 101 Mexican students were included in the sample. Nonparametric tests such as Chi-square goodness of fit, Mann–Whitney U and Dunn’s tests were conducted to analyze the data. Overall, results show that students in general perceive themselves included at school, however, students attending private schools experience less emotional well-being. Implications of the results as well as further lines of research are discussed.

AB - With the increasing student diversity, inclusive education has only become more relevant. Given that inclusive education is considered as the most effective approach to improve quality of education and promote equity and social cohesion, research has focused on examining the facilitators and barriers of meaningful inclusive education as well as the effectiveness of inclusive education on students’ academic outcomes. In contrast, far less attention has been paid to explore students’ non-achievement outcomes, such as their socio-emotional development. Therefore, this brief report presents the results of a small-scale exploratory study which examines Mexican students’ perceptions regarding their social inclusion, emotional well-being, and academic self-concept. A total of 101 Mexican students were included in the sample. Nonparametric tests such as Chi-square goodness of fit, Mann–Whitney U and Dunn’s tests were conducted to analyze the data. Overall, results show that students in general perceive themselves included at school, however, students attending private schools experience less emotional well-being. Implications of the results as well as further lines of research are discussed.

KW - academic self-concept

KW - emotional well-being

KW - inclusive education

KW - Mexico

KW - perceptions of inclusion questionnaire

KW - social inclusion

KW - students’ perceptions

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85152710774&partnerID=8YFLogxK

U2 - 10.3389/feduc.2023.1069193

DO - 10.3389/feduc.2023.1069193

M3 - Journal articles

AN - SCOPUS:85152710774

VL - 8

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 1069193

ER -