Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting

In this research, we investigated the relationship between self-concept and academic performance, particularly focusing on students with learning difficulties and special educational needs. Conducted in an inclusive educational setting without the implementation of specific or external intervention...

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Detalhes bibliográficos
Autores: Sainz, Vanesa, Álvarez-Arjona, Juan José, Gómez-Gutiérrez, Juan Luis
Formato: artículo
Fecha de publicación:2025
País:España
Recursos:Universidad Francisco de Vitoria
Repositorio:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
Idioma:inglés
OAI Identifier:oai:ddfv.ufv.es:10641/7174
Acesso em linha:https://hdl.handle.net/10641/7174
Access Level:acceso abierto
Palavra-chave:academic performance
educational support
inclusive education
learning difficulties
self-concept
General Arts and Humanities
General Social Sciences
SDG 4 - Quality Education
Yes
yes
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spelling Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School SettingSainz, VanesaÁlvarez-Arjona, Juan JoséGómez-Gutiérrez, Juan Luisacademic performanceeducational supportinclusive educationlearning difficultiesself-conceptGeneral Arts and HumanitiesGeneral Social SciencesSDG 4 - Quality EducationYesyesIn this research, we investigated the relationship between self-concept and academic performance, particularly focusing on students with learning difficulties and special educational needs. Conducted in an inclusive educational setting without the implementation of specific or external intervention programs, this this non-experimental longitudinal study involved 112 students from grades equivalent to third to fifth grade of primary school and first grade of Secondary Education. Academic performance was evaluated using a customized rubric, while self-concept was assessed with the AF-5 test. The results, analyzed through Student’s t-test, ANOVA, and Pearson correlation, revealed improvements in both academic performance and self-concept, especially among students with learning difficulties. Moreover, a significant correlation between different performance dimensions and academic self-concept was found. These findings highlight the potential of inclusive pedagogical environments and integrated classroom-based support in promoting academic achievement and socioemotional development, particularly in students with diverse educational needs.Facultad de Educación y Psicología20252025-01-0120252025-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10641/7174reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoriainstname:Universidad Francisco de VitoriaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddfv.ufv.es:10641/71742026-06-11T12:44:57Z
dc.title.none.fl_str_mv Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting
title Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting
spellingShingle Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting
Sainz, Vanesa
academic performance
educational support
inclusive education
learning difficulties
self-concept
General Arts and Humanities
General Social Sciences
SDG 4 - Quality Education
Yes
yes
title_short Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting
title_full Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting
title_fullStr Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting
title_full_unstemmed Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting
title_sort Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting
dc.creator.none.fl_str_mv Sainz, Vanesa
Álvarez-Arjona, Juan José
Gómez-Gutiérrez, Juan Luis
author Sainz, Vanesa
author_facet Sainz, Vanesa
Álvarez-Arjona, Juan José
Gómez-Gutiérrez, Juan Luis
author_role author
author2 Álvarez-Arjona, Juan José
Gómez-Gutiérrez, Juan Luis
author2_role author
author
dc.contributor.none.fl_str_mv Facultad de Educación y Psicología
dc.subject.none.fl_str_mv academic performance
educational support
inclusive education
learning difficulties
self-concept
General Arts and Humanities
General Social Sciences
SDG 4 - Quality Education
Yes
yes
topic academic performance
educational support
inclusive education
learning difficulties
self-concept
General Arts and Humanities
General Social Sciences
SDG 4 - Quality Education
Yes
yes
description In this research, we investigated the relationship between self-concept and academic performance, particularly focusing on students with learning difficulties and special educational needs. Conducted in an inclusive educational setting without the implementation of specific or external intervention programs, this this non-experimental longitudinal study involved 112 students from grades equivalent to third to fifth grade of primary school and first grade of Secondary Education. Academic performance was evaluated using a customized rubric, while self-concept was assessed with the AF-5 test. The results, analyzed through Student’s t-test, ANOVA, and Pearson correlation, revealed improvements in both academic performance and self-concept, especially among students with learning difficulties. Moreover, a significant correlation between different performance dimensions and academic self-concept was found. These findings highlight the potential of inclusive pedagogical environments and integrated classroom-based support in promoting academic achievement and socioemotional development, particularly in students with diverse educational needs.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-01-01
2025
2025-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10641/7174
url https://hdl.handle.net/10641/7174
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2

http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2

http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
instname:Universidad Francisco de Vitoria
instname_str Universidad Francisco de Vitoria
reponame_str DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
collection DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812455

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