文章基本信息

标题：An Analysis of Self-Concept in Students With Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program
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作者：María del Carmen Pegalajar Palomino
期刊名称：SAGE Open
印刷版ISSN：2158-2440
电子版ISSN：2158-2440
出版年度：2017
卷号：7
期号：2
DOI：10.1177/2158244017708818
语种：English
出版社：SAGE Publications
摘要：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.
关键词：self-concept; inclusion; mindfulness; compensatory education; students