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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1279623

The Influence of Adolescents' Self-perception of Social Relationships on Personality Functioning in the Context of Inclusive Education

Provisionally accepted
Anne Hartmann Anne Hartmann 1*Michel Knigge Michel Knigge 2Jenny Lenkeit Jenny Lenkeit 1Antje Ehlert Antje Ehlert 1Kirstin Goth Kirstin Goth 3,4Nadine Spörer Nadine Spörer 1
  • 1 University of Potsdam, Potsdam, Germany
  • 2 Humboldt University of Berlin, Berlin, Baden-Wurttemberg, Germany
  • 3 University Psychiatric Clinic Basel, Basel, Switzerland
  • 4 Saarland University Hospital, Homburg, Saarland, Germany

The final, formatted version of the article will be published soon.

    Adolescence is a special phase of life in which fundamentals of psychosocial functioning are formed. The present study investigates how adolescents' self-perception of social relationships in inclusive classes affect personality functioning. Furthermore, Wwe assume examine that whether the association between self-perceived social relationships and personality functioning is stronger for students with special educational needs in the domains of learning (SEN L) and social-emotional development (SED) than for students without SEN. At two measurement points questionnaire data was collected from 927 sixth-and seventh-graders from 20 primary and 20 comprehensive inclusive classes in Germany. Results of longitudinal multilevel analyses show partially different results for sixth-and seventh-graders. Overall, students' perceived social relatedness predicted personality functioning. Students who perceived their social relationships more positively showed healthier personality functioning. Further, SEN SED represents a potential risk factor for personality functioning. But, we observed that differences in personality functioning between seventh-graders with SEN L or SED and those without SEN decreased over time. Furthermore, SEN does not appear to reinforce the association between low self-perception of social relationships and risky personality functioning. The findings are discussed in the context of inclusive education and implications for future research as well as practice are given. Overall, our findings contribute to a better understanding of students' psychosocial development in inclusive learning environments.Note: Longitudinal multilevel hierarchical regression analysis; Time = change from t1 to t2; *p < .05.

    Keywords: social relationships, Personality functioning, self-perception, adolescents, special educational needs, inclusion

    Received: 18 Aug 2023; Accepted: 15 Feb 2024.

    Copyright: © 2024 Hartmann, Knigge, Lenkeit, Ehlert, Goth and Spörer. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Anne Hartmann, University of Potsdam, Potsdam, Germany

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.