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Achievement goals, school achievement, self-estimations of school achievement, and calibration in students with and without special education needs in inclusive education.
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Catalogue Record 75822
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Catalogue Record 75822
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Catalogue Information
Field name
Details
Nuova numerazione
75822
Collocazione
UPS BIBL CENTR 39-C-451
Autore
SCHWAB, S.
Titolo
Achievement goals, school achievement, self-estimations of school achievement, and calibration in students with and without special education needs in inclusive education. Parte componente di periodico
Descrizione fisica
pp. 461-477
Nota generale
Estratto da: Scandinavian Journal of Educational Research 2015, 59, 4
Riassunto
This study focuses on the goal orientation of students with and without special education needs(SEN)in inclusive schools. Participantswere186students(110boys;76girls) from Grade 7 (mean age = 13.83). Of these, 93 were diagnosed as having SEN, while the other 93 were mainstream students matched on IQ. Students without SEN scored significantly higher in mastery-goal orientation, while students with SEN had a significantly higher performance-avoidance orientation. Two-step regression analyses showed that SEN was the only variable to predict differences in both mastery orientation and performance-avoidance orientation, while actual school achievements in German and Mathematics, self-estimations of school achievement in these school domains, as well as calibration (all entered in Step 1) were not significant.
Tipo di documento
RICERCA.
Soggetto
SCUOLA.
EDUCAZIONE.
FORMAZIONE.
ORIENTAMENTO SCOLASTICO.
AUTOSTIMA.
AUSTRIA.
SVIZZERA.
Ambito
Pedagogico
Psicologico
Autore Secondario
HESSELS, M.G.P.
Titolo correlato
Scandinavian Journal of Educational Research 2015, 59, 4.
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