Relationship between group cohesion and social participation of pupils with learning and behavioural difficulties

Abstract

Current research has established that inclusive schooling alone cannot ensure the social participation of all children -a central goal of inclusive education. Therefore, this study examines whether the participation of students is dependant on the type of difficulty they experience (learning vs. behavioural) and the degree of class cohesion. Psychometric and sociometric instruments were used to operationalise participation (reciprocal relationships, self-perceived acceptance) and cohesion. Standardised achievement data and teacher assessments of behavioural problems are available for each of the second/third-grade respondents (N = 1025, 46 classes). The data was analysed using multi-level regression analyses. Our results indicate that especially children with behavioural problems represent a risk group in regards to social participation. Class cohesion was positively associated with social participation. The results are discussed with regard to implications for school practice.

Desde la educación sensorial hasta la cohesión social

“…El estudio plantea la relación existente entre la participación social y la educación inclusiva buscando examinar el tipo de dificultades que presentan el alumnado en su aprendizaje versus conducta y el grado de cohesión del grupo, usando instrumentos psicométricos y sociométricos que permitieron obtener resultados en el que se destaca que los niños con problemas de comportamiento representan riesgo respecto a la participación social, en cambio la cohesión social se asoció positivamente con la participación social. (Schürer & van Ophuysen, 2021) Lo que nos permite plantear tres etapas que hemos denominado, la primera, física y salud, la segunda, funcional, emocional y conductual, y la tercera denominada políticas, que desarrollamos a continuación.…”

Development and Validation of the Need for Online Social Feedback (NfOSF) Scale

“…In fact, the acceptance of a member in a social environment by the others was communicated by several indicators such as cohesion dynamics [19,20], sociometric status [21], social network centrality [22], and gossip and reputation dynamics [23][24][25][26][27]. For this reason, individuals actively monitored social signs coming from the group in order to avoid negative and pervasive phenomena such as ostracism [28][29][30], social exclusion [31][32][33], or other unfavorable outcomes related to social control and punishment of deviance behavior dynamics [34][35][36][37], as well as to potentially acquire status and more advantages linked to the adoption of expected behaviors [38][39][40].…”

Examining the mediator and moderator of the link between Migration‐Related stress and depression amongst Chinese migrant children

“…In this study, the social participation of children refers to their interactions with social ecosystems and involvement in age‐appropriate social activities. Social participation satisfies the need to belong, which is one of the most basic human needs, and is thus of considerable significance for various domains of children's development (Baumeister & Leary, 1995; Schürer & van Ophuysen, 2021). Participation in various types of activities, including team sports, school activities and extracurricular activities, positively affects individuals' subjective well‐being and psychological adjustment (Abdallah et al, 2014; Fredricks & Eccles, 2010).…”