---
_id: '34498'
abstract:
- lang: eng
  text: "Ample empirical research from regular school settings documents reciprocal
    effects between academic performance and academic self-concept of ability (ASC),
    supporting what is known as a reciprocal effects model (REM). The present article
    investigates a REM in the domain of reading performance in a sample of elementary
    students with special educational needs in learning (SEN-L) who received special
    educational support in exclusive versus inclusive settings (N = 446). In exclusive
    settings, SEN-L students attend special schools and are completely separated from
    regular students. By contrast, SEN-L students in inclusive settings attend regular
    schools and are educated in classes with regular students. In both settings, SEN-L
    students are not graded and taught based on individual learning goals, which may
    affect reciprocal effects between ASC and reading performance. In addition, given
    that special education for SEN-L students relies heavily on individual reference
    standards to evaluate performance, we tested individual performance growth of
    SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across
    3rd and 4th grade revealed some cross-lagged effects and an effect of performance
    growth on ASC in exclusive settings in particular. The discussion focuses on the
    role of individualized instruction, grades, peer groups, and individual versus
    social reference standards for reciprocal effects between ASC and performance
    as well as practical implications.\r\n"
author:
- first_name: Julia
  full_name: Gorges, Julia
  last_name: Gorges
- first_name: Phillip
  full_name: Neumann, Phillip
  id: '95559'
  last_name: Neumann
- first_name: Elke
  full_name: Wild, Elke
  last_name: Wild
- first_name: Daniela
  full_name: Stranghöner, Daniela
  last_name: Stranghöner
- first_name: Birgit
  full_name: Lütje-Klose, Birgit
  last_name: Lütje-Klose
citation:
  ama: 'Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects
    between self-concept of ability and performance: A longitudinal study of children
    with learning disabilities in inclusive versus exclusive elementary education.
    <i>Learning and Individual Differences</i>. 2018;61:11-20. doi:<a href="https://doi.org/10.1016/j.lindif.2017.11.005">10.1016/j.lindif.2017.11.005</a>'
  apa: 'Gorges, J., Neumann, P., Wild, E., Stranghöner, D., &#38; Lütje-Klose, B.
    (2018). Reciprocal effects between self-concept of ability and performance: A
    longitudinal study of children with learning disabilities in inclusive versus
    exclusive elementary education. <i>Learning and Individual Differences</i>, <i>61</i>,
    11–20. <a href="https://doi.org/10.1016/j.lindif.2017.11.005">https://doi.org/10.1016/j.lindif.2017.11.005</a>'
  bibtex: '@article{Gorges_Neumann_Wild_Stranghöner_Lütje-Klose_2018, title={Reciprocal
    effects between self-concept of ability and performance: A longitudinal study
    of children with learning disabilities in inclusive versus exclusive elementary
    education}, volume={61}, DOI={<a href="https://doi.org/10.1016/j.lindif.2017.11.005">10.1016/j.lindif.2017.11.005</a>},
    journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Gorges,
    Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose,
    Birgit}, year={2018}, pages={11–20} }'
  chicago: 'Gorges, Julia, Phillip Neumann, Elke Wild, Daniela Stranghöner, and Birgit
    Lütje-Klose. “Reciprocal Effects between Self-Concept of Ability and Performance:
    A Longitudinal Study of Children with Learning Disabilities in Inclusive versus
    Exclusive Elementary Education.” <i>Learning and Individual Differences</i> 61
    (2018): 11–20. <a href="https://doi.org/10.1016/j.lindif.2017.11.005">https://doi.org/10.1016/j.lindif.2017.11.005</a>.'
  ieee: 'J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal
    effects between self-concept of ability and performance: A longitudinal study
    of children with learning disabilities in inclusive versus exclusive elementary
    education,” <i>Learning and Individual Differences</i>, vol. 61, pp. 11–20, 2018,
    doi: <a href="https://doi.org/10.1016/j.lindif.2017.11.005">10.1016/j.lindif.2017.11.005</a>.'
  mla: 'Gorges, Julia, et al. “Reciprocal Effects between Self-Concept of Ability
    and Performance: A Longitudinal Study of Children with Learning Disabilities in
    Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i>,
    vol. 61, Elsevier BV, 2018, pp. 11–20, doi:<a href="https://doi.org/10.1016/j.lindif.2017.11.005">10.1016/j.lindif.2017.11.005</a>.'
  short: J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning
    and Individual Differences 61 (2018) 11–20.
date_created: 2022-12-17T13:20:47Z
date_updated: 2023-01-10T19:42:56Z
department:
- _id: '479'
doi: 10.1016/j.lindif.2017.11.005
extern: '1'
intvolume: '        61'
keyword:
- BiLieF
- Special educational needs
- Learning disability
- Academic selfconcept of ability
- Reciprocal effects model
- Inclusive education
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.sciencedirect.com/science/article/pii/S1041608017302030
oa: '1'
page: 11-20
publication: Learning and Individual Differences
publication_identifier:
  issn:
  - 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: 'Reciprocal effects between self-concept of ability and performance: A longitudinal
  study of children with learning disabilities in inclusive versus exclusive elementary
  education'
type: journal_article
user_id: '95559'
volume: 61
year: '2018'
...