Relationship self-esteem and socio-demographic characteristics of students with mild intellectual disability

Abstract

Numerous studies from recent literature indicate a significant impact of self-esteem on experiences related to teaching and learning, as well as the later success in work and life. The aim of this paper is to examine the association between socio-demographic variables of secondary school students with mild intellectual disability (gender, type of family environment, IQ, general academic achievement, work field, professional level for which they are being trained, mark in practical training) with the level of general self-esteem. The sample consists of 120 participants of both genders, category of mild intellectual disability (51 to 70 IQ) who are professionally trained in five field of work at second and third level of education. To assess general self-esteem, there was used the Rosenberg Self-Esteem Scale; Rosenberg, 1965, 1979. The obtained results determined that a statistically significant difference in the global selfesteem doesn't exist only in relation to gender and type of family environment, whereas in other sociodemographic variables extremely high. In analyzing the obtained results is highlighted the importance of self-esteem and potential of schools in developing self-confident behavior of students with the intellectual disability.

Brojne studije iz novije literature upućuju na značajan uticaj samopoštovanja na iskustva vezana za nastavu i učenje, kao i kasniju uspešnost u radu i životu. Cilj rada je da ispita povezanost sociodemografskih varijabli srednjoškolaca sa lakom intelektualnom ometenošću (pol, tip životnog aranžmana, koeficijent inteligencije, opšti školski uspeh, područje rada, stepen obrazovanja, ocena sa praktične nastave) sa nivoom opšteg samopoštovanja. Uzorak čini 120 ispitanika, oba pola koji pripadaju kategoriji lake intelektualne ometenosti (51 do 70 IQ) i koji se profesionalno osposobljavaju za rad u pet područja rada drugog i trećeg stepena stučnosti. Za procenu opšteg samopoštovanja, korišćena je Rosenbergova skala samopoštovanja (Rosenberg Self-Esteem Scale (SES); Rosenberg, 1965,1979). Prema dobijenim rezultatima utvrđeno je da statistički značajna razlika u globalnom samopoštovanju ne postoji jedino u odnosu na pol i tip životnog aranžmana, dok je u ostalim sociodemografskim varijablama izuzetno velika.U analizi dobijenih rezultata istaknut je značaj samopoštovanja i potencijal škole u razvoju samouvažavajućeg i samopouzdanog ponašanja kod učenika sa intelektualnom ometenošću.