A1 Journal article (refereed)
Examining the effects of special education support on students’ affective and motivational outcomes : an analysis using propensity score matching (2024)


Sivola, J., Närhi, V., Tolvanen, A., Virtanen, T., & Savolainen, H. (2024). Examining the effects of special education support on students’ affective and motivational outcomes : an analysis using propensity score matching. European Journal of Special Needs Education, 39(1), 127-142. https://doi.org/10.1080/08856257.2023.2195073


JYU authors or editors


Publication details

All authors or editorsSivola, Jukka; Närhi, Vesa; Tolvanen, Asko; Virtanen, Tuomo; Savolainen, Hannu

Journal or seriesEuropean Journal of Special Needs Education

ISSN0885-6257

eISSN1469-591X

Publication year2024

Publication date30/03/2023

Volume39

Issue number1

Pages range127-142

PublisherRoutledge

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1080/08856257.2023.2195073

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/89261


Abstract

The outcomes of studies on the effectiveness of special education (SE) remain unclear. There are only a few studies on the effects of SE that have used advanced methodology to minimise the influence of potential selection bias. This study examined the plausible effects of SE on students’ affective and motivational outcomes using a quasi-experimental method of propensity score matching with longitudinal data within the context of the Finnish multi-tiered support system. The participants of this study were fifth- and sixth-grade students from 30 primary schools who took part in a larger study of school inclusion in Eastern Finland (ISKE). Data from 553 students included information from questionnaires on students’ emotional engagement with school, self-concepts, and goal orientations from themselves, academic achievement from their teachers, and socioeconomic status from their parents. We examined the effects of receiving SE service by following students from fifth and sixth grade using three different regression models in ANCOVA. Results revealed not only the influence of selection bias on outcomes but also that when comparing matched groups of students, SE did not have effects on students’ affective or motivational outcomes.


Keywordsspecial education (teaching)three-tiered support (education)efficacyschool childrenstudy performancecommitting oneselfgoal orientation

Free keywordsspecial education; effects; emotional engagement; self-concepts; goal orientations; propensity score matching


Contributing organizations


Ministry reportingYes

Reporting Year2023

JUFO rating2


Last updated on 2024-15-05 at 13:12