Self‐concept research with school‐aged youth with intellectual disabilities: A systematic review

In: Journal of applied research in intellectual disabilities: JARID, Band 32, Heft 2, S. 238-255

Abstract

AbstractBackgroundResearch on the self‐concept of youth with intellectual disabilities has not been summarized in more than four decades. The present systematic review addresses this gap.MethodA systematic literature search was performed in nine databases and 21 studies, published between 1979 and 2017, met our inclusion criteria.ResultsSignificant differences between the self‐concepts of youth with intellectual disabilities and typically developing (TD) youth were found in: (a) cognitive‐academic self‐concept in disfavour of youth with intellectual disabilities; (b) global self‐concept and cognitive‐academic self‐concept in disfavour of children with intellectual disabilities; and (c) global, behavioural, and cognitive‐academic self‐concept in disfavour of youth with intellectual disabilities schooled in a special class. Additionally, except for age, intellectual functioning and school placement, no significant relations were found between the self‐concept dimensions and academic achievement and sex.ConclusionStudies on self‐concept research with school‐aged youth with intellectual disabilities have several weaknesses that need to be advanced in future research.