Sainz, VanesaÁlvarez-Arjona, Juan JoséGómez-Gutiérrez, Juan Luis2026-01-272026-01-272025-01-01Sainz, 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/10.1177/215824402513560722158-2440https://hdl.handle.net/10641/7580Publisher 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).En esta investigación estudiamos la relación entre el autoconcepto y el rendimiento académico, centrándonos en particular en el alumnado con dificultades de aprendizaje y necesidades educativas especiales. Realizado en un entorno educativo inclusivo sin la implementación de programas de intervención específicos o externos, este estudio longitudinal no experimental incluyó a 112 estudiantes de cursos equivalentes a tercero a quinto de educación primaria y primero de educación secundaria. El rendimiento académico se evaluó mediante una rúbrica personalizada, mientras que el autoconcepto se evaluó con el test AF-5. Los resultados, analizados mediante la prueba t de Student, ANOVA y la correlación de Pearson, revelaron mejoras tanto en el rendimiento académico como en el autoconcepto, especialmente entre el alumnado con dificultades de aprendizaje. Además, se encontró una correlación significativa entre las distintas dimensiones del rendimiento y el autoconcepto académico. Estos hallazgos ponen de relieve el potencial de los entornos pedagógicos inclusivos y el apoyo integrado en el aula para promover el logro académico y el desarrollo socioemocional, especialmente en estudiantes con necesidades educativas diversas. [Traducción automática al español; idioma original: inglés.]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.514546enghttp://creativecommons.org/licenses/by-nc-nd/4.0/academic performanceeducational supportinclusive educationlearning difficultiesself-conceptGeneral Arts and HumanitiesGeneral Social SciencesSDG 4 - Quality EducationYesyesjournal articleopen access10.1177/21582440251356072https://www.scopus.com/pages/publications/105021132315https://www.scopus.com/pages/publications/105021132315#tab=citedBy