PREDICTORS OF EARLY ENTRY TO SPECIAL EDUCATION. The role of academic self-concept, social anxiety, and cognitive ability.

Abstract

Aim: The purpose of this study is to examine the relationship between psycho-social factors, intelligence and assignment to special tuition in Sweden between 3rd and 4th grade by using the 1972 ETF-cohort (Evaluation Through Follow-up). Academic self-concept, social anxiety, cognitive ability and perseverance were included in the analysis alongside background social variables. Theory: Horn and Cattell’s (1966) theory of fluid and crystal intelligence (Gf and Gc) has been used. Educational psychology has also been applied in order to describe psychosocial factors such as academic self-concept, anxiety and perseverance. Method: A Zero-Inflated Poisson Model was used to separate the population into two groups, those who did and did not receive special tuition between the 3rd and 4th grades. Two simultaneous regression equations were generated on the basis of these two groups, allowing for the identification of differences between them. Results: Crystalized intelligence was found to be the strongest indicator of whether a student would attend special education classes at this stage of his or her school career or not, followed by gender, with females being both more likely to attend mainstream classes and less likely to attend special education than males. Academic self-concept was observed to have a significant correlation with attending both special education and non-special education classes.