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Scientific article
English

Achievement Goals, School Achievement, Self-Estimations of School Achievement, and Calibration in Students With and Without Special Education Needs in Inclusive Education

Published inScandinavian journal of educational research, vol. 59, no. 4, p. 461-477
Publication date2015
Abstract

This study focuses on the goal orientation of students with and without special education needs (SEN) in inclusive schools. Participants were 186 students (110 boys; 76 girls) 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.

Keywords
  • Special education needs
  • Achievement goals
  • Inclusive education
  • Calibration
Citation (ISO format)
SCHWAB, Susanne, HESSELS, Marco G.P. Achievement Goals, School Achievement, Self-Estimations of School Achievement, and Calibration in Students With and Without Special Education Needs in Inclusive Education. In: Scandinavian journal of educational research, 2015, vol. 59, n° 4, p. 461–477. doi: 10.1080/00313831.2014.932304
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Article (Published version)
accessLevelRestricted
Identifiers
ISSN of the journal0031-3831
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