Social support impact on academic self-concept of students with special needs

Introduction. This study examined the theoretical model of peer social support's mediation in the effect that social skills have on the academic self-concept of students with special needs in inclusive primary schools. Students' academic self-concept was measured using the Aca-demic Self-Concept Questionnaire, social skills using the Social Skills Improvement System, and peer social support using the Social Support Questionnaire for Children. Respondents were 292, 4th-6th grade students with special needs in inclusive primary schools in five areas of Jakarta Province. Method. This study uses quantitative and non-experimental research methods to reveal the relationship among three variables: peer social support, social skills, and academic self-concept. Results. The results showed that peer social support mediates social skills' effect on the aca-demic self-concept of students with special needs in inclusive primary schools. These results showed that through peer social support, social skills positively affect the academic self-concept of students with special needs in inclusive primary schools. However, peer social support is only a partial mediator, meaning that social skills remain strong and significantly and directly affect the academic self-concept of students with special needs in inclusive pri-mary schools. Discussion and Conclusion. These findings suggest that students' social skills and peer so-cial support should be the primary focus of school personnel for improving the academic self-concept of students with special needs in inclusive primary schools.