Lernen in der inklusiven Grundschule: Zusammenhänge zwischen fachlichen Kompetenzen, Sozialklima und Facetten des Selbstkonzepts
Students´ Learning in Inclusive Primary Schools: Relations Between Academic Performance, Social Climate, and Academic and Social Self-Concept
Kai Maaz, Nadine Spörer, Miriam Vock, Agi Schründer-Lenzen und Thorsten Luka
Diese Publikation zitieren
Kai Maaz, Nadine Spörer, Miriam Vock, Agi Schründer-Lenzen, Thorsten Luka, Lernen in der inklusiven Grundschule: Zusammenhänge zwischen fachlichen Kompetenzen, Sozialklima und Facetten des Selbstkonzepts (2015), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2015 #01, S.22
144
Accesses
Accesses
12
Quotes
Quotes
Beschreibung / Abstract
In der vorliegenden Studie wurden die Zusammenhänge zwischen fachlichen Kompetenzen, Sozialklima und Facetten des Selbstkonzepts unter den Bedingungen des inklusiven Lernens in der Primarstufe untersucht. Es wurden N = 1 280 Schülerinnen und Schüler aus 61 Klassen des zweiten und dritten Jahrgangs zu ihrem sprachlichen, mathematischen und sozialen Selbstkonzept sowie zum Sozialklima der Klasse befragt. Zudem wurden die Kompetenzen der Kinder im Lesen, Rechtschreiben und in Mathematik mittels standardisierter Schulleistungstests erhoben. Die Auswertung erfolgte mehrebenen-analytisch. Es zeigten sich bedeutsame positive Zusammenhänge zwischen den fachlichen Selbstkonzepten und den korrespondierenden Leistungen sowie zwischen dem sozialen Selbstkonzept und dem Sozialklima. Der Vergleich von Schülerinnen und Schülern einer Klasse, die sich zwar im Förderstatus, nicht jedoch in soziodemographischen und leistungsbezogenen Merkmalen unterschieden, ergab keine Unterschiede in den Selbstkonzepten.
Schlüsselwörter: Inklusion, Grundschule, Kompetenz, Selbstkonzept
In the present study, the relations between students´ performance, perceived social climate, and self-concept in inclusive learning settings were investigated. Data analyses were based on a sample of N = 1 280 primary school students from 61 classes. Students´ academic performance was assessed by standardized reading, writing, and arithmetic tests. Social classroom climate and academic and social self-concept were assessed by a questionnaire. Using multilevel analyses, academic achievement turned out to be a significant predictor of the corresponding academic self-concept. Social climate was related to social self-concept. While controlling for socio-demographic aspects and academic achievement, no differences in academic and social self-concepts were found between students with and without special educational needs.
Keywords: Inclusion, primary school, competence, self-concept
Schlüsselwörter: Inklusion, Grundschule, Kompetenz, Selbstkonzept
In the present study, the relations between students´ performance, perceived social climate, and self-concept in inclusive learning settings were investigated. Data analyses were based on a sample of N = 1 280 primary school students from 61 classes. Students´ academic performance was assessed by standardized reading, writing, and arithmetic tests. Social classroom climate and academic and social self-concept were assessed by a questionnaire. Using multilevel analyses, academic achievement turned out to be a significant predictor of the corresponding academic self-concept. Social climate was related to social self-concept. While controlling for socio-demographic aspects and academic achievement, no differences in academic and social self-concepts were found between students with and without special educational needs.
Keywords: Inclusion, primary school, competence, self-concept