Academic self-concept in children with epilepsy and its relation to their quality of life

Brabcová, Dana; Kršek, Pavel; Kohout, Jiřı́; Jost, Jiri; Zárubová, Jana

doi:10.1179/1743132814y.0000000458

Cited by 7 publications

(10 citation statements)

References 22 publications

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“…Children who achieved very good results in their ability to fulfil societal norms but their academic self-concept was very low have been reported [20] . Our recent paper shows that the academic self-concept of CWE is on average significantly lower than in their peers without seizures and is closely related to their quality of life [10] . Complex analysis shows that lower self-concept of CWE is due to high fraction of CWE having LD and/or intellectual disability.…”

Section: A C a D E M I C A C H I E V E M E N T A N D Academic Self-comentioning

confidence: 88%

“…Bozkala et al then reported that an educational program focused on high-school students in Turkey was associated with significant increase in knowledge of epilepsy and more positive attitudes towards people with epilepsy [35] . Our recent study shows that teachers of CWE may have serious problems to assess correctly their abilities [10] . Certain antiepileptic drugs may have adverse side effects, such as decreasing the ability of the affected children to concentrate [11] .…”

Section: Role Played By Classmates and Parents Of Children With Epilepsymentioning

confidence: 98%

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Specifics of Children With Epilepsy in School Environment

Brabcová

Kohout

2015

International Journal of Neurology Research

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Our editorial focuses on specifics of children with epilepsy in school environment. Epilepsy and its common co-morbidities (learning disabilities, intellectual disability etc.) are introduced as a highlyrisk factor for school-life and academic achievement of the affected children. Attention is devoted to policy relevance of this topic and to important documents addressing it in this context. The state-ofart of three important aspects of the topic (the academic achievement and academic self-concept of children with epilepsy, the knowledge of, familiarity with and attitudes towards epilepsy among teachers and the role of classmates and parents of children with epilepsy) is thoroughly discussed in this editorial. Finally, a complex approach to this topic based on conceptual and structural modelling is promoted and any recommendations for a further research in this field are briefly outlined.

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Section: A C a D E M I C A C H I E V E M E N T A N D Academic Self-comentioning

confidence: 88%

Section: Role Played By Classmates and Parents Of Children With Epilepsymentioning

confidence: 98%

Specifics of Children With Epilepsy in School Environment

Brabcová

Kohout

2015

International Journal of Neurology Research

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“…We obtained consent from parents of all children included in the study. The procedure has previously been described in more detail in our previous paper (Brabcová et al, 2015).…”

Section: Procedures and Participantsmentioning

confidence: 99%

“…Following up on our recent paper (Brabcová , Kršek, Kohout, Jošt, & Zá rubová , 2015), the main aims of the current study were (1) to determine effects of various factors on academic self-concept in children with epilepsy, (2) having identified LD as the most significant factor in our analysis, to compare academic self-concept in children with epilepsy combined with a learning disability (hereafter denoted CWE + LD) and children with epilepsy but without a learning disability (hereafter denoted CWE À LD), and (3) to analyze possible correlations between academic self-concept and quality of life in both groups of CWE.…”

mentioning

confidence: 98%

Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life

Brabcová

Zárubová

Kohout

et al. 2015

Research in Developmental Disabilities

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“…Enhancing the academic self-concept of students with special educational needs is very crucial because it is associated with their quality of life. [ 1 ] Academic self-concept is a domain of the composite construct of self-concept, and it refers to a student's perceived ability to succeed in a specific academic domain (e.g., physical education). It is shaped by academically oriented interactions with fellow students, teachers, and parents.…”

Section: Introductionmentioning

confidence: 99%

The effect of a video-guided educational technology intervention on the academic self-concept of adolescent students with hearing impairment

Asogwa¹,

Ofoegbu²,

Eseadi³

et al. 2020

Medicine

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Background/Objective: Academic self-concept is an important construct within the disciplines of medicine, psychology, and education. Enhancing the academic self-concept of students with special educational needs is very crucial because it is associated with their quality of life. This study aimed to examine the effect of a video-guided educational technology intervention on the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools in Southeast Nigeria. Methods: This study adopted a randomized controlled trial design. The participants were 60 junior secondary students with hearing impairment. We implemented a video-guided educational technology intervention. It relied on the use of 13-minute video clips with captions/subtitles, which covered academic self-concept-related themes. The Academic Self-Concept Questionnaire, which has been developed by Liu and Wang, was used to collect baseline, posttreatment, and follow-up data. We conducted independent-samples and paired t test and computed Cohen d and Glass Δ to analyze the data. Results: The video-guided educational technology intervention significantly improved the academic self-concept of the treatment group participants, when compared with the care-as-usual control group participants, t (58) = 9.07, P < .001. These improvements in academic self-concept were sustained at follow up among the treatment group participants, when compared with the care-as-usual control group participants, t (48.56) = 10.898, P < .001. Within-subjects comparisons showed that the academic self-concept of the treatment group participants had significantly improved across the different time points at which they were assessed. Conclusion: The video-guided educational technology intervention was effective in improving the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools. Large-scale studies are needed to maximize the impact of video-guided educational technology interventions on students with hearing impairments who attend inclusive non residential public schools in Nigeria.

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Academic self-concept in children with epilepsy and its relation to their quality of life

Abstract: The presented results suggest that considerable attention should be paid to the role of academic self-concept in education of children with epilepsy and to the factors influencing this self-concept in this group.

Cited by 7 publications

References 22 publications

Specifics of Children With Epilepsy in School Environment

Specifics of Children With Epilepsy in School Environment

Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life

The effect of a video-guided educational technology intervention on the academic self-concept of adolescent students with hearing impairment

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