Differential Influence of Various Instructional Factors on Self-Concepts of Handicapped and Non-Handicapped Children in Mainstreamed Physical Education Classes

Abstract

The purpose of this study was to determine the differential influence of students' expression of effort, school, teachers' expectations, sex, being handicapped/non-handicapped, grade, teachers, and race on self-concept of 28 handicapped and 108 non-handicapped children in mainstreamed physical education classes (K-3). The Martinek-Zaichkowsky Self-concept Scale measured self-concept and two unpublished tests were used to test students' expression of effort and teachers' expectations. A stepwise multiple regression technique was applied to self-concept to determine the comparative influence of the eight independent variables. Data analysis showed that three of the independent variables contributed significantly to the variability of self-concept. Students' expression of effort had the strongest influence followed by school and teachers' expectation of students' ability to reason.