Relationships and psychosocial aspects in inclusive secondary schools in Germany

IF 2.6 3区教育学 Q1 EDUCATION, SPECIAL

European Journal of Special Needs Education Pub Date : 2023-03-06 DOI:10.1080/08856257.2023.2185857

C. Weber, Sarah Bebermeier, Leen Vereenooghe

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Abstract

ABSTRACT This study examines how the proportion of students with special educational needs (SEN) in class and their individual victimisation experiences may affect student-student and student-teacher relationships, social inclusion, and emotional well-being in school. The interaction of students’ SEN status and their victimisation experiences is also investigated. The convenience sample consists of 248 students (114 female, 134 male students) from the ages of 9 to 16 years (M = 11.53, SD = 1.43) enrolled in seven secondary schools in North Rhine-Westphalia, Germany. Results of hierarchical regression analyses revealed that a higher proportion of SEN in class was associated with lower ratings for student-teacher relationships, and that victimisation experiences were a significant predictor for student-student relationships and for social inclusion. Individual SEN status was related to lower ratings of social inclusion. Probing the interaction of SEN status and victimisation experiences on emotional well-being revealed non-significant simple slopes irrespective of SEN status. The corresponding statistical models yielded low to moderate variance explanations, indicating that the proportion of SEN in class, victimisation experiences, and individual SEN status may play a role in mental health related psychosocial outcome variables.

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德国包容性中学的关系和社会心理方面

摘要本研究考察了课堂上有特殊教育需求（SEN）的学生比例及其个人受害经历如何影响师生关系、社会包容和学校情绪健康。还调查了学生特殊教育需要状况与受害经历之间的互动关系。便利样本包括248名9至16岁的学生（114名女生，134名男生）年（M = 11.53，标准差 = 1.43）就读于德国北莱茵-威斯特法伦州的七所中学。分层回归分析的结果显示，课堂上较高比例的特殊教育需要与较低的师生关系评分有关，受害经历是师生关系和社会包容的重要预测因素。个人特殊教育需要状况与较低的社会包容评级有关。探讨特殊教育需要状况和受害经历对情绪幸福感的相互作用，发现无论特殊教育需要状态如何，简单斜率都不显著。相应的统计模型产生了低到中等方差的解释，表明班级中特殊教育需要的比例、受害经历和个人特殊教育需要状况可能在心理健康相关的心理社会结果变量中发挥作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Special Needs Education EDUCATION, SPECIAL-

CiteScore

6.00

自引率

7.70%

发文量

期刊介绍： The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.