Classroom Climate, Identification with School, and General Self-worth Predict Academic Self-Concept in Students Attending Residential Schools for Special Education. Issue 2 (3rd April 2021)

• Record Type: Journal Article
• Authors: Beld, M. H. M.; Kuiper, C. H. Z.; Van Der Helm, G. H. P.; De Swart, J. J. W.; Stams, G. J. J. M.; Roest, J. J.
• Is Part Of: Residential treatment for children & youth. Volume 38:Issue 2(2021)
• Page Start: 137
• Page End: 152
• Publication Date: 2021-04-03
• Subjects: Residential youth care -- living group climate -- classroom climate -- academic effort -- special education; Children -- Institutional care -- Periodicals; Youth -- Institutional care -- Periodicals; 362.732
• DOI: 10.1080/0886571X.2019.1696262
• Languages: English
• ISSNs: 0886-571X

Abstract

ABSTRACT: Most youth in residential youth care institutions have a long history of adverse childhood experiences, and show (severe) emotional, behavioral, and academic problems. The present study used adolescent self-report questionnaires to examine associations between living group climate, classroom climate, identification with school, general self-worth and academic self-concept of students attending schools for special education in residential youth care institutions in the Netherlands. The sample consisted of 184 adolescents (63.6% male, age M = 16.40, SD = 1.99) with severe emotional and behavioral problems. Results showed a weak association between living group climate and classroom climate, and somewhat stronger associations between classroom climate, identification with school and general self-worth on the one hand and academic self-concept on the other hand. We conclude that group workers and teachers should collaborate for the benefit of integrated care and education in residential youth care facilities.