Year: 1994
Author: Schroeder, Nicolette M., Walker, Richard A., Bailey, Michael
Type of paper: Abstract refereed
Abstract:
A positive self-concept is valued as a desirable outcome in many educational settings. Self-concept refers to the perceptions individuals hold of themselves, and is formed through a person's experience with and interpretations of their environment. It is widely acknowledged that the process of social comparison and frame of reference is integral to the development of the self-concept (Marsh, 1990). In the educational context the school environment provides an important basis for social comparison processes. More specifically, perusal of the literature reveals research which shows that the self- concepts of students with disabilities (Marsh & Johnston, 1993; Silon & Harter, 1985) is strongly influenced by the segregated or integrated nature of the school environment.
Predictions adduced from social comparison and frame of reference theory were explored in the present investigation in an attempt to determine whether the academic and social self-concepts of students with Down's syndrome attending schools for specific purposes differ from similar students in support classes in regular high schools.
The study involved 60 high school students with Down's syndrome: 30 attending schools for specific purposes and 30 enrolled in support classes (IO) in regular high schools. The students' self-concepts and frames of reference were assessed through a structured interview which involved the presentation of a modified Self-Description Questionnaire-1 (SDQI) and an Academic and Social Comparison Questionnaire. The results of the study are currently being analysed and early analysis suggests that the different school environments differentially influence student self-concept.
Predictions adduced from social comparison and frame of reference theory were explored in the present investigation in an attempt to determine whether the academic and social self-concepts of students with Down's syndrome attending schools for specific purposes differ from similar students in support classes in regular high schools.
The study involved 60 high school students with Down's syndrome: 30 attending schools for specific purposes and 30 enrolled in support classes (IO) in regular high schools. The students' self-concepts and frames of reference were assessed through a structured interview which involved the presentation of a modified Self-Description Questionnaire-1 (SDQI) and an Academic and Social Comparison Questionnaire. The results of the study are currently being analysed and early analysis suggests that the different school environments differentially influence student self-concept.