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Comparability of self-concept among normal achievers and children with learning difficulties within a greek context

  • Angeliki Leonadari
Article

Keywords

Academic Achievement Special Class Disable Child Academic Failure Normally Achieve 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Résumé

Les évaluations du concept de soi des élèves normaux et faibles dans les classes régulières ont été comparées à celles d’enfants présentant des difficultés académiques et fréquentant des classes d’éducation spéciale; les perceptions des enfants sur leurs compétences scolaires et les sentiments de propre valeur personnelle global ont été mesurées en utilisant ’L’Echelle de Perception des Compétences por Enfants’ (Harter 1982). 424 enfants issus de la 3e à la 6e année primare participent à cette étude. Les résultats ont indiqué que les enfants de classes spéciales s’évaluaient eux-même plus négativement que leurs pairs normaux pour le concept de soi sur l’enseignement et leur propre valeur globale. Ils s’évaluaient aussi plus négativement que leurs pairs réussissant faiblement sur leur propre concept de l’énseignement. Il n’y avait pas de différence entre ces deux groupes sur leur propre valeur globale. Les résultats ont été discutés à la lumiére de la nature du système éducatif grec et la pression mise sur les enfants pour atteindre une scolarité excellente.

Resumen

Concepto de valores propios en estudiantes normales y lentos en clases regulares fueron comparados con aquellos niños encontrando dificultades académicas y atendiendo clases de educación especiales. Percepciones de niños de competencia escolar y sentimientos de valores propios globales fueron medidos usando la Escala de Percepcion Coopetitiva de Niños (Harter, 1982). Fueron 424 niños participantes en el estudio enlistados en grados de tercero a sexto de escuela primaria. Los resultados indicaron que los niños de clases especiales se valuaron mas negativamente que aquellos con los compañeros normales en ambos conceptos académicos de valores propios y valores propios globales. Ellos también se valuaron mas negativamente que los compañeros lentos en concepto académico propio; no existió una diferencia entre estos dos grupos en valores globales propios. Los resultados son discutidos debido a la naturaleza del sistema Educacional Griego y la presion puesta on niños de excelencia académica.

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Copyright information

© Springer 1994

Authors and Affiliations

  • Angeliki Leonadari
    • 1
  1. 1.Department of EducationUniversity of ThessalonikaGreece

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