Self-concept of adolescents with visual impairments

Manitsa, Ifigeneia; Barlow-Brown, Fiona; Lyons, Evanthia

doi:10.1177/0264619619883900

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…El autoconcepto se refiere al conjunto de características que cada persona utiliza para definirse como individuo y diferenciarse de los demás (Harter, 1999), estando integrado por: la percepción que una persona tiene de sí misma (autoconcepto propiamente dicho o autoimagen); el valor que atribuye a su particular manera de percibirse (la autoestima); y su comportamiento, ya que el autoconcepto influye en la conducta y la condiciona en gran medida. Asimismo, tiene un carácter jerárquico y multidimensional (González-Pienda et al, 2003) y evoluciona con los años como resultado de la influencia sociocultural, educativa y experiencia personal en su medio social (Manitsa, Barlow-Brown y Lyons, 2019), aceptándose que mientras el autoconcepto general puede mantenerse prácticamente inalterable (Coll, 2002), los más específicos pueden variar.…”

Section: Introductionunclassified

Dificultades en el autoconcepto en función del sexo y estudios de jóvenes con retinosis pigmentaria

Chacón-López

López-Justicia

2020

REOP

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RESUMEN Introducción: Dada la relevancia del autoconcepto en el ámbito educativo y en la vida personal, social y laboral, en la presente investigación se analizan intra-sexos las dificultades en este constructo en jóvenes de 18 a 30 años (14 hombres y 23 mujeres) con degeneración retiniana, frente a otros sin afectación; indagando en el papel que desempeña el nivel de estudios (primarios/secundarios, universitarios). Método: Participaron 74 personas (37 afectados y 37 sin afectación), igualados en sexo y nivel educativo. Se utilizó la Escala de Autoconcepto Tennesse y un cuestionario sociodemográfico elaborado ad hoc. Resultados: Los resultados obtenidos en los distintos análisis no paramétricos llevados a cabo mostraron que, tanto entre mujeres como entre hombres afectados, se detectaron puntuaciones inferiores en autoconcepto físico; constatándose igualmente que las mujeres con estudios superiores se percibían mejor en éste; mientras que los hombres obtenían mayores puntuaciones en el factor personal. Conclusiones: Se sugiere a los profesionales de la orientación y psicopedagogía que trabajan con estos jóvenes identificar los puntos fuertes en los que cada cual destaque reforzándolos y resaltándolos, así como detectar los aspectos más deficitarios del autoconcepto para entrenarlos, en aras de favorecer el sentimiento de valía y competencia personal.ABSTRACTIntroduction: Attending to the relevance of self-concept in the educational field and in the personal, social and labor life, this study analyzed the difficulties intra-sexes of young people between 18 to 30 years old (14 men y 23 women) affected by a retinal degeneration, compared to others without affectation; enquire into the role of the academic level (primary/secondary, university). Method: Participants were 74 people (37 affected and 37 non-affected), matched in sex and educational level. The Tennessee Self-Concept Scale and a sociodemographic questionnaire elaborated ad hoc were used. Results: The results obtained in the different non-parametric analysis carried out, between affected women and between affected men, showed that lower scores were detected in physical self-concept; verifying that women with higher studies were perceived better in this; while men obtained higher scores in personal self-concept. Conclusions: Data suggested to the guidance and psychopedagogy professionals who work with these young people to identify the strong points in which each one stands out, reinforcing and highlighting them, as well as detecting the most deficient aspects of the self-concept in order to train them, in order to promote the feeling of worth and personal competence.

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Section: Introductionunclassified

Dificultades en el autoconcepto en función del sexo y estudios de jóvenes con retinosis pigmentaria

Chacón-López

López-Justicia

2020

REOP

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“…Two quantitative studies do consider students’ perspectives, one comparing the physical activities (Giese et al, 2017), the other comparing bullying between students with and without VI (Pinquart & Pfeiffer, 2011). There are also international studies on the well-being and social participation of students with VI (de Verdier, 2016; Jessup et al, 2018; Lourens & Swartz, 2016; Manitsa et al, 2019; Tanure Alves et al, 2018), some of which conducted qualitative interviews with the students. Main results concluded that students with additional disabilities are less socially integrated than those who are partially sighted.…”

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confidence: 99%

In the shadow of threatening norms: How students with visual impairment contest and reproduce institutional positions

Bödicker

Akbaba

2020

British Journal of Visual Impairment

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This article focuses on semi-narrative guided interviews with students with visual impairment (VI) who attend a state-approved special school for students with VI at the time of the interview, although they had different previous experiences in both segregated and inclusive schools. We are conducting a qualitative analysis from the perspective of teenagers concerning how they negotiate institutional ascriptions of (dis)abilities. We have selected interview sequences of two young people: (a) Kai: self-confidence and internalized self-doubt and (b) Felix: between fighting and claiming ableist divides. Our analyses reveal the different ways of how Kai and Felix each contest the ableist divide they constantly have to cope with. Kai does so by sticking to her self-concept and ambitious life plans; Felix does so by ridiculing how the institution ascribes neediness to students.

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Self-concept of adolescents with visual impairments

Cited by 2 publications

References 25 publications

Dificultades en el autoconcepto en función del sexo y estudios de jóvenes con retinosis pigmentaria

Dificultades en el autoconcepto en función del sexo y estudios de jóvenes con retinosis pigmentaria

In the shadow of threatening norms: How students with visual impairment contest and reproduce institutional positions

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