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

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  • María del Carmen Pegalajar Palomino

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.

Suggested Citation

  • María del Carmen Pegalajar Palomino, 2017. "An Analysis of Self-Concept in Students With Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program," SAGE Open, , vol. 7(2), pages 21582440177, May.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:2:p:2158244017708818
    DOI: 10.1177/2158244017708818
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    References listed on IDEAS

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    1. J. N. Igbo & V. C. Onu & N. O. Obiyo, 2015. "Impact of Gender Stereotype on Secondary School Students’ Self-Concept and Academic Achievement," SAGE Open, , vol. 5(1), pages 21582440155, February.
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