Self-concept research with school-aged youth with intellectual disabilities: A systematic review.
J Appl Res Intellect Disabil
; 32(2): 238-255, 2019 Mar.
Article
em En
| MEDLINE
| ID: mdl-30515961
ABSTRACT
BACKGROUND:
Research on the self-concept of youth with intellectual disabilities has not been summarized in more than four decades. The present systematic review addresses this gap.METHOD:
A systematic literature search was performed in nine databases and 21 studies, published between 1979 and 2017, met our inclusion criteria.RESULTS:
Significant differences between the self-concepts of youth with intellectual disabilities and typically developing (TD) youth were found in (a) cognitive-academic self-concept in disfavour of youth with intellectual disabilities; (b) global self-concept and cognitive-academic self-concept in disfavour of children with intellectual disabilities; and (c) global, behavioural, and cognitive-academic self-concept in disfavour of youth with intellectual disabilities schooled in a special class. Additionally, except for age, intellectual functioning and school placement, no significant relations were found between the self-concept dimensions and academic achievement and sex.CONCLUSION:
Studies on self-concept research with school-aged youth with intellectual disabilities have several weaknesses that need to be advanced in future research.Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Autoimagem
/
Estudantes
/
Sucesso Acadêmico
/
Deficiência Intelectual
Tipo de estudo:
Systematic_reviews
Limite:
Adolescent
/
Child
/
Humans
Idioma:
En
Ano de publicação:
2019
Tipo de documento:
Article