Social Support Impact on Academic SelfConcept of Students with Special Needs
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Introduction. This study examined the theoretical model of peer social support’s mediation in the effect that social skills have on the academic self-concept of students with special needs in inclusive primary schools. Students’ academic self-concept was measured using the Academic Self-Concept Questionnaire, social skills using the Social Skills Improvement System, and peer social support using the Social Support Questionnaire for Children. Respondents were 292, 4th–6th grade students with special needs in inclusive primary schools in five areas of Jakarta Province. Method. This study uses quantitative and non-experimental research methods to reveal the relationship among three variables: peer social support, social skills, and academic self-concept. Results. The results showed that peer social support mediates social skills’ effect on the academic self-concept of students with special needs in inclusive primary schools. These results showed that through peer social...
special needs student
estudiantes con necesidades especiales
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