Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting

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URI: https://hdl.handle.net/10641/7580
ISSN: 2158-2440
DOI: 10.1177/21582440251356072

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2025-01-01

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Abstract

In this research, we investigated the relationship between self-concept and academic performance, particularly focusing on students with learning difficulties and special educational needs. Conducted in an inclusive educational setting without the implementation of specific or external intervention programs, this this non-experimental longitudinal study involved 112 students from grades equivalent to third to fifth grade of primary school and first grade of Secondary Education. Academic performance was evaluated using a customized rubric, while self-concept was assessed with the AF-5 test. The results, analyzed through Student’s t-test, ANOVA, and Pearson correlation, revealed improvements in both academic performance and self-concept, especially among students with learning difficulties. Moreover, a significant correlation between different performance dimensions and academic self-concept was found. These findings highlight the potential of inclusive pedagogical environments and integrated classroom-based support in promoting academic achievement and socioemotional development, particularly in students with diverse educational needs.

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Publisher Copyright: © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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academic performance, educational support, inclusive education, learning difficulties, self-concept, General Arts and Humanities, General Social Sciences, SDG 4 - Quality Education, Yes, yes

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Sainz, V, Álvarez-Arjona, J J & Gómez-Gutiérrez, J L 2025, 'Self-Concept and Academic Performance in Students with and Without Learning Difficulties : A Longitudinal Study in an Inclusive School Setting', SAGE Open, vol. 15, no. 3. https://doi.org/10.1177/21582440251356072

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FACULTAD DE EDUCACIÓN Y PSICOLOGÍA