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      The influence of adolescents’ self-perception of social relationships on personality functioning in the context of inclusive education

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          Abstract

          Introduction

          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.

          Methods

          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

          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.

          Discussion

          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.

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          Most cited references47

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          R: A Language and Environment for Statistical Computing.

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            Importance of investing in adolescence from a developmental science perspective

            Ronald E. Dahl, Linda Wilbrecht, Nicholas Allen … (2018)
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              A meta-analytic review of the association between perceived social support and depression in childhood and adolescence.

              Yoonsun Pyun, Sandra Yu Rueger, Christine Malecki … (2016)
              This meta-analysis evaluated the relation between social support and depression in youth and compared the cumulative evidence for 2 theories that have been proposed to explain this association: the general benefits (GB; also known as main effects) and stress-buffering (SB) models. The study included 341 articles (19% unpublished) gathered through a search in PsycINFO, PsycARTICLES, ERIC, and ProQuest, and a hand search of 11 relevant journals. Using a random effects model, the overall effect size based on k = 341 studies and N = 273,149 participants was r = .26 (95% CI [.24, .28]), with robust support for the GB model and support for the SB model among medically ill youth. Stress-buffering analyses suggest that different stressful contexts may not allow youth to fully draw on the benefits of social support, and we propose value in seeking to better understand both stress-buffering (effects of social support are enhanced) and reverse stress-buffering (effects of social support are dampened) processes. Key findings regarding other moderators include a different pattern of effect sizes across various sources of support. In addition, gender differences were largely absent from this study, suggesting that social support may be a more critical resource for boys than is typically acknowledged. Results also demonstrated the importance of using instruments with adequate psychometric support, with careful consideration of methodological and conceptual issues. Building upon these collective findings, we provide recommendations for theory and practice, as well as recommendations for addressing limitations in the extant literature to guide future investigations. (PsycINFO Database Record
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                Author and article information

                Contributors
                Anne Hartmann: URI : https://loop.frontiersin.org/people/2406329/overviewRole: Role: Role: Role: Role: Role: Role: Role: Role: Role:
                Michel Knigge: URI : https://loop.frontiersin.org/people/681032/overviewRole: Role: Role: Role: Role:
                Jenny Lenkeit: URI : https://loop.frontiersin.org/people/2661607/overviewRole: Role: Role: Role: Role: Role:
                Antje Ehlert: URI : https://loop.frontiersin.org/people/882307/overviewRole: Role: Role: Role:
                Kirstin Goth: URI : https://loop.frontiersin.org/people/1141775/overviewRole:
                Nadine Spörer: URI : https://loop.frontiersin.org/people/2591249/overviewRole: Role: Role: Role: Role: Role: Role: Role:
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 01 August 2024
                Publication date Collection: 2024
                Volume: 15
                Electronic Location Identifier: 1279623
                Affiliations
                [1] 1Psychological Primary School Pedagogy, Structural Unit Educational Sciences, University of Potsdam , Potsdam, Germany
                [2] 2Inclusive School Development, Structural Unit Educational Sciences, University of Potsdam , Potsdam, Germany
                [3] 3Special Educational Needs with Focus Learning, Structural Unit Educational Science, University of Potsdam , Potsdam, Germany
                [4] 4Department of Child and Adolescent Psychiatry, University Clinics Saarland , Homburg, Germany
                Author notes

                Edited by: Roseli Rodrigues De Mello, Federal University of São Carlos, Brazil

                Reviewed by: Ada H. Zohar, Ruppin Academic Center, Israel

                Kai Nagase, Yamaguchi Prefectural University, Japan

                *Correspondence: Anne Hartmann, annehartmann@ 123456uni-potsdam.de

                †ORCID: Anne Hartmann, orcid.org/0000-0003-4855-6449

                Article
                DOI: 10.3389/fpsyg.2024.1279623
                PMC ID: 11324569
                PubMed ID: 39149701
                SO-VID: a222c02e-e572-474a-a895-a0eb23457c8c
                Copyright © Copyright © 2024 Hartmann, Knigge, Lenkeit, Ehlert, Goth and Spörer.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 18 August 2023
                Date accepted : 15 February 2024
                Page count
                Figures: 3, Tables: 5, Equations: 0, References: 48, Pages: 14, Words: 11416
                Funding
                Funded by: Deutsche Forschungsgemeinschaft (DFG, German Research Foundation), doi 10.13039/501100001659;
                Award ID: 491466077
                The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This work was supported by the Ministry of Education of the federal state of Brandenburg, Germany. The authors are responsible for the content of this publication. This article processing charge was funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) – 491466077 and the Publication Fund of University Potsdam.
                Categories
                Subject: Psychology
                Subject: Original Research
                Custom metadata
                section-at-acceptance Educational Psychology

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: social relationships,personality functioning,self-perception,adolescents,special educational needs,inclusion
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: social relationships, personality functioning, self-perception, adolescents, special educational needs, inclusion

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