School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes
The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, co...
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| Veröffentlicht in: | Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 2015-07, Vol.43 (4), p.265-274 |
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| container_title | Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie |
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| creator | Schwab, Susanne Rossmann, Peter Tanzer, Norbert Hagn, Joachim Oitzinger, Sabrina Thurner, Verena Wimberger, Tanja |
| description | The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed.
A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement.
Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly. |
| doi_str_mv | 10.1024/1422-4917/a000363 |
| format | Article |
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A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement.
Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.</description><identifier>ISSN: 1422-4917</identifier><identifier>DOI: 10.1024/1422-4917/a000363</identifier><identifier>PMID: 26118814</identifier><language>ger</language><publisher>Switzerland</publisher><subject>Achievement ; Adaptation, Psychological ; Adolescent ; Affective Symptoms - psychology ; Affective Symptoms - rehabilitation ; Attention Deficit Disorder with Hyperactivity - psychology ; Attention Deficit Disorder with Hyperactivity - rehabilitation ; Austria ; Child ; Conduct Disorder - psychology ; Conduct Disorder - rehabilitation ; Education, Special ; Female ; Health Services Needs and Demand ; Humans ; Mainstreaming (Education) ; Male ; Peer Group ; Quality of Life - psychology ; Sex Factors ; Social Adjustment ; Social Participation</subject><ispartof>Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 2015-07, Vol.43 (4), p.265-274</ispartof><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26118814$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Schwab, Susanne</creatorcontrib><creatorcontrib>Rossmann, Peter</creatorcontrib><creatorcontrib>Tanzer, Norbert</creatorcontrib><creatorcontrib>Hagn, Joachim</creatorcontrib><creatorcontrib>Oitzinger, Sabrina</creatorcontrib><creatorcontrib>Thurner, Verena</creatorcontrib><creatorcontrib>Wimberger, Tanja</creatorcontrib><title>School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes</title><title>Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie</title><addtitle>Z Kinder Jugendpsychiatr Psychother</addtitle><description>The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed.
A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement.
Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.</description><subject>Achievement</subject><subject>Adaptation, Psychological</subject><subject>Adolescent</subject><subject>Affective Symptoms - psychology</subject><subject>Affective Symptoms - rehabilitation</subject><subject>Attention Deficit Disorder with Hyperactivity - psychology</subject><subject>Attention Deficit Disorder with Hyperactivity - rehabilitation</subject><subject>Austria</subject><subject>Child</subject><subject>Conduct Disorder - psychology</subject><subject>Conduct Disorder - rehabilitation</subject><subject>Education, Special</subject><subject>Female</subject><subject>Health Services Needs and Demand</subject><subject>Humans</subject><subject>Mainstreaming (Education)</subject><subject>Male</subject><subject>Peer Group</subject><subject>Quality of Life - psychology</subject><subject>Sex Factors</subject><subject>Social Adjustment</subject><subject>Social Participation</subject><issn>1422-4917</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNpVkE9LAzEUxHNQbK1-AC-So5e1edk02T1K8R8UPKjnJZu8bSPbZN1sLJ794i61CsLAGx7DD2YIuQB2DYyLOQjOM1GCmmvGWC7zIzL9-03IaYxvjElZMH5CJlwCFAWIKfl6NpsQWrrDts1qdH5NQ0PjkCz6IdKdGzZUe7s3IQ00dmicbinaZPTggh-9R7QxyzQ1Ydvp3sXg_0GcH2XaFN0H7mE9rlOre2paHSPGM3Lc6Dbi-eHOyOvd7cvyIVs93T8ub1ZZBwKGTJd5bmTNmxIVGpvX0qIplYACFqg4aCiUkCAWsuHAFmNXpQoJBqwtjIIyn5GrH27Xh_eEcai2LpqxuPYYUqxAlpyXnO2jl4doqrdoq653W91_Vr_D5d-Lr2-n</recordid><startdate>201507</startdate><enddate>201507</enddate><creator>Schwab, Susanne</creator><creator>Rossmann, Peter</creator><creator>Tanzer, Norbert</creator><creator>Hagn, Joachim</creator><creator>Oitzinger, Sabrina</creator><creator>Thurner, Verena</creator><creator>Wimberger, Tanja</creator><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>7X8</scope></search><sort><creationdate>201507</creationdate><title>School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes</title><author>Schwab, Susanne ; Rossmann, Peter ; Tanzer, Norbert ; Hagn, Joachim ; Oitzinger, Sabrina ; Thurner, Verena ; Wimberger, Tanja</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-p141t-a933c6b2f9e7ecd3b6dec9741815e721a187461456f210566877861c1dd8c7193</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>ger</language><creationdate>2015</creationdate><topic>Achievement</topic><topic>Adaptation, Psychological</topic><topic>Adolescent</topic><topic>Affective Symptoms - psychology</topic><topic>Affective Symptoms - rehabilitation</topic><topic>Attention Deficit Disorder with Hyperactivity - psychology</topic><topic>Attention Deficit Disorder with Hyperactivity - rehabilitation</topic><topic>Austria</topic><topic>Child</topic><topic>Conduct Disorder - psychology</topic><topic>Conduct Disorder - rehabilitation</topic><topic>Education, Special</topic><topic>Female</topic><topic>Health Services Needs and Demand</topic><topic>Humans</topic><topic>Mainstreaming (Education)</topic><topic>Male</topic><topic>Peer Group</topic><topic>Quality of Life - psychology</topic><topic>Sex Factors</topic><topic>Social Adjustment</topic><topic>Social Participation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Schwab, Susanne</creatorcontrib><creatorcontrib>Rossmann, Peter</creatorcontrib><creatorcontrib>Tanzer, Norbert</creatorcontrib><creatorcontrib>Hagn, Joachim</creatorcontrib><creatorcontrib>Oitzinger, Sabrina</creatorcontrib><creatorcontrib>Thurner, Verena</creatorcontrib><creatorcontrib>Wimberger, Tanja</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>MEDLINE - Academic</collection><jtitle>Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Schwab, Susanne</au><au>Rossmann, Peter</au><au>Tanzer, Norbert</au><au>Hagn, Joachim</au><au>Oitzinger, Sabrina</au><au>Thurner, Verena</au><au>Wimberger, Tanja</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes</atitle><jtitle>Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie</jtitle><addtitle>Z Kinder Jugendpsychiatr Psychother</addtitle><date>2015-07</date><risdate>2015</risdate><volume>43</volume><issue>4</issue><spage>265</spage><epage>274</epage><pages>265-274</pages><issn>1422-4917</issn><abstract>The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed.
A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement.
Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.</abstract><cop>Switzerland</cop><pmid>26118814</pmid><doi>10.1024/1422-4917/a000363</doi><tpages>10</tpages></addata></record> |
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| ispartof | Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 2015-07, Vol.43 (4), p.265-274 |
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| source | MEDLINE; PsyJOURNALS |
| subjects | Achievement Adaptation, Psychological Adolescent Affective Symptoms - psychology Affective Symptoms - rehabilitation Attention Deficit Disorder with Hyperactivity - psychology Attention Deficit Disorder with Hyperactivity - rehabilitation Austria Child Conduct Disorder - psychology Conduct Disorder - rehabilitation Education, Special Female Health Services Needs and Demand Humans Mainstreaming (Education) Male Peer Group Quality of Life - psychology Sex Factors Social Adjustment Social Participation |
| title | School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes |
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