Self-Concept and Achievement in Individuals with Intellectual Disabilities

Abstract

Background: Understanding self-concept in individuals with intellectual disabilities is crucial for tailored support and interventions. The research question driving this study is: What factors influence the self-concept of individuals with intellectual disabilities, and how is it assessed? Methods: Employing a systematic review following PRISMA guidelines, studies from 1993 to 2024, which used diverse assessment tools such as the Pictorial Scale of Perceived Competence and Acceptance, Myself as a Learner Scale, and other self-report questionnaires, were analysed. Results: Factors influencing self-concept include diagnosis, age, gender, perception of control, school placement, and socioeconomic status. Internal factors like perception of control and external factors like societal attitudes interact to shape self-concept trajectories. Assessments reveal nuanced dimensions of self-perception, facilitating targeted interventions. Conclusions: Assessing self-concept among individuals with intellectual disabilities requires diverse evaluation methods. Insights gained inform tailored interventions to enhance well-being. Further research is needed to validate assessment tools across diverse populations. Recognizing the interplay of internal beliefs, external perceptions, and societal structures is crucial for empowering individuals to embrace their unique identities.