Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions

Ikävalko, Minna; Sointu, Erkko; Lambert, Matthew C.; Viljaranta, Jaana

doi:10.1080/08856257.2022.2127083

Cited by 1 publication

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Lacking such skills makes students unable to regulate their behaviors and/or emotions when facing adversity [56,57], which can cause fatigue, and students can be embarrassed. Developing such abilities and strengths will help to educate, support, and guide students of different pedagogical needs and ages [58,59].…”

Section: Self-conceptmentioning

confidence: 99%

“…Based on their research with 599 students from eastern Finland, the authors of [58] demonstrate that students' ages, as well as the nature and importance of pedagogical support, impact the way in which students see themselves, and processes related to self-concept are still regulated by a personal approach, which differs from one to another. They added that self-concept seems to be more positive in primary school than in secondary school.…”

Section: Age and School Levelmentioning

confidence: 99%

See 1 more Smart Citation

Inclusive Special Needs Education and Happiness of Students with Physical Disabilities in Saudi Arabia: The Role of School Satisfaction and Self-Concept

Ragmoun,

Alfalih

2024

Education Sciences

View full text Add to dashboard Cite

This research aims to discover how inclusive education practices can determine the happiness and school satisfaction of students with physical disabilities through the development of self-concept. To achieve the objective of this study, quantitative research was used by administering a questionnaire to 403 students with special needs in secondary and high school in Saudi Arabia. The collected data were analyzed according to structural equation modeling. Our findings support the considerable agreement on the importance of inclusive special needs education for the happiness of physically disabled students. A total mediating effect of self-concept between ISNE and school satisfaction is also confirmed, which shows the great importance of the psychological dimension in special education. These results can orient and assist school managers in defining an appropriate educational environment for students with special needs. They can provide specific directives for raising the happiness and the quality of life of such students, making them more productive and socially active. Following this research, a new school framework can be drawn to protect, assist, and change the self-concept of students with physical special needs to shift the perspective of disability from an obstacle to overcome to an opportunity to exploit.

show abstract