An Analysis of Self-Concept in Students With Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program

María del Carmen Pegalajar Palomino

SAGE Open, 2017, vol. 7, issue 2, 2158244017708818

Abstract: Education should encourage cognitive and emotional development in students with special educational needs, embracing how each student sees themselves. As such, mindfulness is a learning experience that entails significant emotional well-being, learning, and physical and mental health benefits for those who engage in this practice. The study analyzed perceptions of self-concept in students with compensatory education needs at primary school level ( n = 26); this descriptive–correlational study was conducted by means of the “Multidimensional Self-Concept scale.†The respondents reported positive levels of self-concept in peer relations, physical appearance and physical ability, and academic self-concept in mathematics. Furthermore, correlations between the different factors of the scale were observed, thus favoring the subsequent design and implementation of a mindfulness intervention.

Keywords: self-concept; inclusion; mindfulness; compensatory education; students (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:7:y:2017:i:2:p:2158244017708818

DOI: 10.1177/2158244017708818

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