Educational placement and achievement motivation of students with special educational needs

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 a...

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Bibliographic Details
Published in:Contemporary educational psychology 2018-10, Vol.55 (55), p.63–83-55<63–83
Main Authors: Kocaj, Aleksander, Kuhl, Poldi, Jansen, Malte, Pant, Hans Anand, Stanat, Petra
Format: Article
Language:English
Subjects:
Academic self-concept
Allgemein bildende Schule
Classroom composition
Deutschland
Educational placement
Einflussfaktor
Enjoyment of learning
Freude
Grundschule
Klassenunterricht
Leistungsmotivation
Lernmotivation
Pädagogische Psychologie
Schüler
Selbstkonzept
Sonderpädagogischer Förderbedarf
Sonderschule
Soziale Situation
Special educational needs
Unterstützung
Vergleichsuntersuchung
Zusammenhang
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Summary: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. (Orig.).
ISSN:0361-476X
1090-2384
DOI:10.1016/j.cedpsych.2018.09.004