Hartmann Anne, Knigge Michel, Lenkeit Jenny, Ehlert Antje, Goth Kirstin, Spörer Nadine
Psychological Primary School Pedagogy, Structural Unit Educational Sciences, University of Potsdam, Potsdam, Germany.
Inclusive School Development, Structural Unit Educational Sciences, University of Potsdam, Potsdam, Germany.
Front Psychol. 2024 Aug 1;15:1279623. doi: 10.3389/fpsyg.2024.1279623. eCollection 2024.
Adolescence is a special phase of life in which fundamentals of psychosocial functioning are formed. The present study investigates how adolescents' self-perception of social relationships in inclusive classes affect personality functioning. Furthermore, we examine whether the association between self-perceived social relationships and personality functioning is stronger for students with special educational needs in the domains of learning (SEN L) and social -emotional development (SED) than for students without SEN.
At two measurement points questionnaire data was collected from 927 sixth- and seventh-graders from 20 primary and 20 comprehensive inclusive classes in Germany.
Results of longitudinal multilevel analyses show partially different results for sixth- and seventh-graders. Overall, students' perceived social relatedness predicted personality functioning. Students who perceived their social relationships more positively showed healthier personality functioning. Further, SEN SED represents a potential risk factor for personality functioning. But, we observed that differences in personality functioning between seventh-graders with SEN L or SED and those without SEN decreased over time. Furthermore, SEN does not appear to reinforce the association between low self-perception of social relationships and risky personality functioning.
The findings are discussed in the context of inclusive education and implications for future research as well as practice are given. Overall, our findings contribute to a better understanding of students' psychosocial development in inclusive learning environments.
青春期是人生中的一个特殊阶段，在此期间形成了心理社会功能的基础。本研究调查了青少年在全纳班级中对社会关系的自我认知如何影响人格功能。此外，我们还研究了在学习（有特殊教育需求的学习领域，简称SEN L）和社会情感发展（简称SED）方面有特殊教育需求的学生，其自我感知的社会关系与人格功能之间的关联是否比没有特殊教育需求的学生更强。
在两个测量点，从德国20所小学和20个全纳班级的927名六年级和七年级学生中收集了问卷数据。
纵向多层次分析的结果显示，六年级和七年级学生的结果部分不同。总体而言，学生感知到的社会关联性预测了人格功能。对社会关系感知更积极的学生表现出更健康的人格功能。此外，有特殊教育需求的社会情感发展问题是人格功能的一个潜在风险因素。但是，我们观察到，有特殊教育需求的学习领域或社会情感发展问题的七年级学生与没有特殊教育需求的学生在人格功能上的差异随着时间的推移而减小。此外，特殊教育需求似乎并没有加强社会关系自我认知低与危险人格功能之间的关联。
在全纳教育的背景下对研究结果进行了讨论，并给出了对未来研究和实践的启示。总体而言，我们的研究结果有助于更好地理解全纳学习环境中学生的心理社会发展。
