Self-Evaluation and Academic Motivation of Students with Special Educational Needs in Tertiary Education
DOI: https://doi.org/10.59595/ajie.12.1.3
Hoi Nga Nga, Kam Weng Boeyb
aSaint Francis University, Hong Kong, China
bThe University of Hong Kong, Hong Kong, China
(Received 24 April 2024, Final revised version received 28 October 2024)
Transition from secondary to tertiary education presents challenges and academic stress to many students. Students with special educational needs (SEN) are particularly vulnerable because of their disabilities and learning difficulties. This study examined academic self-concept, global self-esteem, and academic motivation of students with SEN in tertiary education. Ninety-one students with SEN and 458 students without SEN participated in this study. Students with SEN generally had lower academic self-concept and self-esteem but higher intrinsic motivation than students without SEN. However, no such differences were evident among students with learning difficulties and developmental disabilities. Only students with physical and sensory impairments had higher intrinsic motivation, and students with mental and emotional problems had lower academic self-concept and global self-esteem. Furthermore, students with SEN generally had neutral or intermediate but not poor academic self-concept and self-esteem, although there was room for improvement. Disability type should be considered when comparing students with and without SEN. Supportive services need to be targeted for students vulnerable to negative self-evaluation.
Keywords: Academic motivation, academic self-concept, global self-esteem, inclusive education, tertiary education