scholarly journals Belonging to the group and its relationship to the self’s’ ability to challenge life’s pressures of students of special needs and their Normal peers: Comparative Study

2018 ◽  
Vol 224 (3) ◽  
pp. 21-42
Author(s):  
Dr. Afraa I.AL-Obaidi ◽  
Dr. Ashwaq S.j.lammoza
Keyword(s):  
Comparative Study ◽  
Special Needs ◽  
Sixth Grade ◽  
The Self ◽  
Students With Special Needs ◽  
Search Results ◽  
Challenge Stress ◽  
Males And Females ◽  
High Level ◽  
The Relationship

  The study aims to link the measure the students with special needs (physically disabled only) the students of sixth grade and ordinary peers and measuring the self's ability to defy the pressures of life with students with special needs students in sixth grade and ordinary peers and learn about the relationship between the membership and the ability of self-challenge stress among students with special needs and to identify the relationship between the membership and the ability of the self to defy the pressures of life among ordinary students . research sample of 46 pupils with special needs and 60 pupils from ordinary Done adoption of the resolution as a tool to collect data for each variable of variables, the most important results of the search results that the sample of students with special needs to have a level of affiliation is high and a high level of self's ability to defy the pressures of life. the results also showed that ordinary students have a level a high level of affiliation and a high level of self's ability to defy the pressures of life, and the results showed that there are no differences between males and females, whether they are ordinary or students with special needs to belong or in the self's ability to defy the pressures of life. While there have been differences in membership and in the self's ability to defy the pressures of life among the students in accordance with the existence of a disability or not, and the differences for the benefit of ordinary students and in the light of these findings the researchers made some recommendations and proposals.

scholarly journals SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE

2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Social Participation ◽  
Social Acceptance ◽  
The Self ◽  
Social Self ◽  
Special Educational Needs ◽  
Self Perception ◽  
Students With Special Needs ◽  
The Social ◽  
Regular Students

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>

scholarly journals A Preliminary Investigation Into the Relationship Between Autistic Traits and Self-Compassion

2020 ◽  
pp. 003329412095724
Author(s):  
Abby Howes ◽  
Gareth Richards ◽  
John Galvin
Keyword(s):  
Online Survey ◽  
Preliminary Investigation ◽  
Autistic Traits ◽  
The Self ◽  
Social Challenges ◽  
Self Compassion ◽  
The Social ◽  
Males And Females ◽  
The Relationship ◽  
Compassion Scale

Self-compassion refers to the extension of kindness to oneself when faced with feelings of inadequacies, shortcomings or failures. It is possible that individuals high in autistic traits may encounter difficulties with self-compassion, and this could be particularly pronounced due to the social challenges they might face. To explore this potential relationship, we recruited university students and members of the general population to an online survey (n = 176). Participants completed measures on demographics, autistic traits, and self-compassion. We found that autistic traits were indeed negatively correlated with self-compassion in both males and females. Interestingly, a comparison of the slopes showed significantly stronger relationships in males compared to females for the negative (but not the positive) subscales of the self-compassion scale. Although speculative at this point, it is possible that self-compassion acts as a mediator between autistic traits and psychopathology. With this in mind, further work is warranted to determine whether self-compassion could be a target for therapeutic intervention.

scholarly journals Self-efficacy Sources among General Education Teachers in Inclusive Schools: A Cross-Cultural Study

2020 ◽  
Vol 9 (30) ◽  
pp. 67-76
Author(s):  
Mohammad S. Soliman
Keyword(s):  
General Education ◽  
Special Needs ◽  
Self Efficacy ◽  
General Education Teachers ◽  
The Self ◽  
Educational Systems ◽  
Students With Special Needs ◽  
Significant Difference ◽  
Core Study ◽  
Mastery Experience

The inclusion of students with special needs in general education classes has become a goal that all educational systems worldwide strive to achieve it. The inclusion of special needs has many benefits, whether for special needs students or regular students. The current study aims to reveal the differences in the self-efficacy among general education teachers in both the Kingdom of Saudi Arabia and the Arab Republic of Egypt. It aims also to reveal the sources of this self-efficacy in both countries. The core study sample consisted of (96) Saudi teachers and (88) Egyptian teachers. The researcher used the teachers 'self-efficacy scale and the teachers' self-efficacy sources scale. The results of the study indicated that there is a significant difference between the average scores of the total self-efficacy and its sub-dimensions between the Saudi and Egyptian sample for the outperform of The Egyptian teachers. It indicated that the source of the mastery experience was a significant predictive of the self-efficacy of the Saudi teachers, and it explained 53% of the variation in self-efficacy. It also indicated that the mastery experience was a significant predictive of the self-efficacy of the Egyptian teachers, and it explained 13% of the variance in self-efficacy.

scholarly journals The Relationship Between Self-Confidence and Performance of Gymnastic Elements // Povezanost samopouzdanja i uspješnosti izvođenja gimnastičkih elemenata

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Petar Mrđa ◽  
Saša Jovanović ◽  
Sanja Srdić ◽  
Adrijana Ljubojević
Keyword(s):  
The Self ◽  
Self Concept ◽  
Measurement Instruments ◽  
Self Confidence ◽  
Back Handspring ◽  
And Performance ◽  
The One ◽  
High Level ◽  
The Relationship ◽  
Confidence Scale

The aim of this research was to establish a relation between self-confidence and self-concept, on the one hand, and the performance of the apparatus elements and the floor routine, on the other. The research included 29 subjects, aged 20 to 27, with the average age of the subjects being 21 years old (M= 21.16, SD= 1.54). The following measurement instruments were used: RSES (Rosenberg Self-Esteem Scale) and SC-6, as well as the evaluation of the performance of the floor exercises (side-to-side and front-to-back cartwheel, roundoff, front and back handspring, forward and backward flip) and a vault (squat through on the vault and straddle vault with pre-flight, front handspring on vault, roundoff vault) and with the apparatus: the high bar (uprise on bars with legs together, kip, front mill circle, back circle, underswing dismount) and the parallel bars (swing, forward roll, back roll, shoulder stand, front toss dismount, back toss dismount) by a three-member committee. The results showed that Rosenberg’s confidence scale produced statistically significant correlations with all the remaining subscales of moderate or high intensity, and the highest one with the scale of the self-concept (rs= .73), while the lowest one with the scale related to the performance of gymnastic elements on the apparatus (rs = .45) (Cohen, 1988 according to Cumming, 2012). In contrast to this scale, the scale of the self-concept is in statistically significant correlation with the gymnastic elements (rs = .61) on the floor and the vault, while the statistically significant correlation of this scale is missing with the gymnastic elements on the apparatus. It can be concluded that a high level of confidence in one’s own abilities through the entire training period enabled a better access to learning, repetition and, finally, the demonstration of the selected gymnastics elements, while the level of general satisfaction was not a decisive factor in the process.

scholarly journals Biological Age Is Associated with the Active Use of Nutrition Data

2018 ◽  
Vol 15 (11) ◽  
pp. 2431
Author(s):  
Kyu-Tae Han ◽  
Dong Kim ◽  
Seung Kim ◽  
Sun Kim
Keyword(s):  
Chronic Disease ◽  
Linear Regression ◽  
Multiple Linear Regression ◽  
Health Management ◽  
Biological Age ◽  
Health And Nutrition ◽  
History Of ◽  
Males And Females ◽  
High Level ◽  
The Relationship

Purpose Biological age (BA) has recently emerged as a substitute for chronological age (CA), and many subjects seek to optimally control their BA. However, in South Korea, no study has adequately explored factors that affect BA, although individual health management is essential to preventing chronic diseases. In the present study, we focus on the use of health information, in particular nutrition facts, to control BA. Methods We used data from the Korea National Health and Nutrition Examination Surveys (2010–2015; 26,914 eligible participants) using BA and age differences as outcome variables. We used multiple linear regression to explore the relationship between the use of nutrition data and differences in BA after adjusting for covariates. In addition, we used multiple linear regression to examine subgroup differences in such relationships. Results 12.8% of males and 27.5% of females used nutrition facts when deciding which foods to purchase. The more attention paid to such facts, the lower the BA and BA differences in both males and females (males: β = −2.646, females: β = −2.787, p < 0.05, for BA; males: β = −1.181, females, β = −2.161, p < 0.05, for BA differences). However, BA differences were more significant in subjects with chronic disease, obesity, and/or a family history of chronic disease. Conclusion High-level awareness of and active use of nutrition facts permitted effective self-management in preventing chronic disease and improving BA, particularly in subjects at higher risk for chronic disease. Thus, considering nutrition facts when deciding what to purchase is important.

scholarly journals Rolul stimei de sine în formarea imaginii de sine la adolescenți

2013 ◽  
Vol 2 (1) ◽  
pp. 88-95
Author(s):  
Alina Zaharia
Keyword(s):  
Young People ◽  
Self Esteem ◽  
Psychosocial Aspects ◽  
The Self ◽  
Social Contacts ◽  
Self Image ◽  
High Level ◽  
The Relationship

The main objective of this research consists in studying psychosocial aspects of the relationship that is established between the level of the quality of self image and self-esteem in adolescents. Self-esteem play an important role in the self image of teenagers and young people. Teenagers with a high level of self-esteem have clear and stable views about themselves, talk about them in a consistent, positive way. Teenagers with a low self-esteem have the feeling that they do not know too well each other and talk about them in a unreliable and ambiguous way. They are also pretty reserved in initiating social contacts.

scholarly journals Auto-compasiunea și auto-eficacitateaca – resurse personale în cazul terapeuților

2021 ◽  
Vol 7 (1) ◽  
pp. 3-16
Author(s):  
Raluca TRIFU ◽  
Bogdana MICLEA ◽  
Dana HERȚA ◽  
Smaranda PUȘCAȘU ◽  
Carolina BODEA-HATEGAN ◽  
...  
Keyword(s):  
Self Efficacy ◽  
The Self ◽  
Professional Experience ◽  
Albert Bandura ◽  
Self Compassion ◽  
Distinct Category ◽  
High Level ◽  
The Relationship ◽  
Compassion Scale ◽  
General Self Efficacy

One of the special human qualities is the compassion shown towards our fellow, in special situations, people who live certain states determined by the moments of life they go through. Self-compassion refers to the ability to show compassion, understanding and protection to oneself. It is operationalized by researcher Kristin Neff. Self-efficacy, proposed by Albert Bandura, refers to the perception of self and is related to the belief in one's own abilities, in one's own ability to solve situations. The interest of the study aims the relationship between self-compassion and self-efficacy in the case of a distinct category, that of therapists, professionally faced with situations that require personal resources. Methods: The level of self-compassion was assessed with the Self-Compassion Scale, 26 items, proposed by Kristin Neff. The level of self-efficacy was assessed using the New General Self-Efficacy Scale, the 8-item scale proposed by Gilad Chen & co (2001). Both questionnaires were distributed electronically. The data obtained were statistically analyzed and interpreted. Results: In the professional categories investigated, there are underline links and relations between the two constructs, with professional implications. The results show (1) Therapists have high values in assessing selfefficacy; (2) Therapists have high values of self-compassion; (3) Therapists have a high level of self-compassion and a low level of self-criticism as indicated by the self-compassion sub-scales; (4) There is a direct relationship between self-efficacy and self-compassion; (5) Therapists with high level of self-compassion also have a high level of self-efficacy (6) The level of self-efficacy is influenced by age and professional experience. (7) The level of self-compassion is influenced by age and professional experience Conclusion: The two concepts discussed are important in relation to certain professional categories and under the auspices of situations considered stressful and with emotional burden.

scholarly journals HUBUNGAN ANTARA PARENTING SELF-EFFICACY DENGAN FUTURE TIME PERSPECTIVE PADA IBU YANG MEMILIKI ANAK BERKEBUTUHAN KHUSUS

2020 ◽  
Vol 6 (1) ◽  
pp. 58
Author(s):  
Rizka Andhika Fitriyah ◽  
Ratna Syifa’a Rachmahana
Keyword(s):  
Special Needs ◽  
Self Efficacy ◽  
Time Perspective ◽  
Future Time Perspective ◽  
Special Needs Children ◽  
Future Time ◽  
Positive Correlation ◽  
The Future ◽  
High Level ◽  
The Relationship

This study aims to determine the relationship between parenting self – efficacy and future time perspective among mother who have a special needs children. This research implicates 72 mother of special needs childern with a various kinds of special needs. The used scale to measure mother’s parenting self-efficacy is made by Coleman and Karraker (2000) called Self-Efficacy for Parenting Task Index or SEPTI. And the Future Time Perspective scale which is made based on the theory put forward by Nurmi (1989). The obtained data is analyzed using a software called SPSS version 22.0 for Windows. The result shows that there is a positive correlation between parenting self-efficacy and future time perspective among mothers with a special needs children (r = 0,610 with a sig (p) score = 0,00 (p < 0,05). Therefore, when the mother has a high level of parenting self- efficacy, her future time perspective will also be high.Keywords : Parenting Self-effcacy, Future Time Perspective, Mother With a Special Needs Childern.

Comparative study of education for students with special needs in Japan and Poland

2017 ◽  
Vol LXXVIII (1) ◽  
pp. 28-40
Author(s):  
Manabu Kuroda ◽  
Ewa Kulesza
Keyword(s):  
Public Policy ◽  
Comparative Study ◽  
Special Needs ◽  
Educational Policy ◽  
School System ◽  
Current System ◽  
Japanese Education ◽  
Students With Special Needs ◽  
History Of Special Education ◽  
History Of

The purpose of this article is to present trends in educational policy and the problems of education for students with special needs through a comparative study of Japan and Poland. It presents a brief history of special education, regulations on the school system, groups of students with special needs and the features of the current system of education for students with special needs in both countries under comparison. The conclusion points to positive changes and those aspects of Polish and Japanese education and public policy toward people with special needs that should be altered.

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