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Classroom Climate, Identification with School, and General Self-worth Predict Academic Self-Concept in Students Attending Residential Schools for Special Education.
- Source :
-
Residential Treatment for Children & Youth . 2021, Vol. 38 Issue 2, p137-152. 16p. 1 Diagram, 1 Chart. - Publication Year :
- 2021
-
Abstract
- Most youth in residential youth care institutions have a long history of adverse childhood experiences, and show (severe) emotional, behavioral, and academic problems. The present study used adolescent self-report questionnaires to examine associations between living group climate, classroom climate, identification with school, general self-worth and academic self-concept of students attending schools for special education in residential youth care institutions in the Netherlands. The sample consisted of 184 adolescents (63.6% male, age M = 16.40, SD = 1.99) with severe emotional and behavioral problems. Results showed a weak association between living group climate and classroom climate, and somewhat stronger associations between classroom climate, identification with school and general self-worth on the one hand and academic self-concept on the other hand. We conclude that group workers and teachers should collaborate for the benefit of integrated care and education in residential youth care facilities. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0886571X
- Volume :
- 38
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Residential Treatment for Children & Youth
- Publication Type :
- Academic Journal
- Accession number :
- 149051347
- Full Text :
- https://doi.org/10.1080/0886571X.2019.1696262