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• Self-Concept as a Correlate of Academic Achievement of Special Needs Students in Kwara State

  151-168

  Ifeoma Okafor

  Alexander Olushola Iyekolo

  Views:

  124

  Special education has shifted from a position of delivering professional services to students with disabilities to a system that seeks to encompass the broad concept of promoting quality education for students. This study examined the self-concept as correlate of academic achievement of special needs students in Kwara State. The study adopted a descriptive survey research type. Special needs students in the three local government areas in Ilorin, Ilorin South, East and West Local Governments Area constituted the total population for this research.  The researchers designed a questionnaire entitled: self-concept as a correlate of academic achievement of special needs students’ questionnaire” (SCCASNSQ). 200 questionnaire forms were administered. Research questions were answered using mean score, while inferential statistics of mean, standard deviation and Pearson’s Product Moment Correlation (PPMC) were used to test the formulated hypotheses. The finding of the study revealed that academic ability, physical ability, social ability, emotional ability, general self-worth ability and scholastic ability influence self-concept as correlate of academic achievement of special needs students in Kwara State. More so, there was no significant relationship between self-concept and academic achievement of special needs students in Kwara state in Kwara state. There was significant relationship between religion, school type, age and self-concept and academic achievement of special needs students in Kwara State. The findings concluded that while self-concept may not directly influence academic achievement among special needs students in Kwara State, factors such as religion, school type, and age significantly impact both self-concept and academic performance. Based on the findings of the study, it was recommended among others that parents and other stakeholders in the education sector should enhance adolescents’ interpersonal relationship by strengthening their physical, social and emotional self-concepts through relevant social skills training.

• MOTIVATIONS OF MENTOR CANDIDATES PARTICIPATING IN THE LET’S TEACH FOR HUNGARY MENTOR PROGRAM’S PREPARATION COURSE

  21-41

  Katalin Godó

  Views:

  512

  The present study focuses on the role of mentoring in education. The topic of mentoring has increasingly got into the focus of researchers in recent years (Bencsik és Juhász, 2017).In accordance with international practice, the role of mentors in Hungarian public education institutions has become more valuable. In proportion to recognizing its role in education, different mentoring programs have emerged in each type of school. In the present study, our orientation is specifically aimed at the students of the Teach for Hungary Mentoring Program in Debrecen, in order to map the aspects of the motivations of the student mentor candidates in Debrecen. Among other things, we are curious about their emotional and cognitive attitude toward mentoring, and we are interested in the extent (or lack thereof) of their commitment to mentoring. Our aim is to explore, what influences the final decision among students to become a mentor (material, mental resource, etc.) and how these factors interact/relate to each other. In the spring semester of the 2018/2019 academic year, we conducted our research with 151 young students who took part in a theoretical course to become a mentor. The foundation of our research is the questionnaire created by Ceglédi, Szűcs, Hüse, and Berényi (2019), and that form was filled in by a student who applied for a TMO1 course at the beginning of the 2019/20 academic year. Nearly 50% of respondents decided to commit themselves to mentoring, and the other 50% did not undertake mentoral activity for some reason.  Based on our results, it can be said that assistance and financial support in the form of scholarship were the main motivating factors for mentors, but the latter was important mainly for male students, nor had the financial aspect primary importance for students with a disadvantaged background in the development of motivation. According to our conclusions, commitment and strong internal motivations play an important role in mentoring, while financial benefits in the form of external motivation can be secondary, but also play an important role in motivation.