School context and self-esteem in adolescence: A comparative study of non deficient teenagers and teenagers presenting slight intellectual impairment
This study aims at analysing the impact of the school context on self-esteem during adolescence. More specifically, it tries to verify if, compared with the not deficient teenagers schooled in common classes, school difficulties of the teenagers inserted into specialized classes influence the self-esteem. Besides, it aims at verifying if there is, in both studied populations, a difference between boys and girls as regards the degree of satisfaction of one. In the perspective of analysis, the Toulousian Scale of Self-Esteem (ETES) was proposed to 60 teenagers : 30 not deficient teenagers resulting from common classes and 30 teenagers presenting a light intellectual deficiency schooled in class of special education. The results put in evidence certain differences between both populations: the scores of the teenagers presenting a light intellectual deficiency are superior indeed significantly to those of the not deficient teenagers, in a general way (global self-esteem) and with regard to certain specific domains (school and physical self-esteem). On the other hand, the analysis of the scores between boys and girls revealed only a superiority of the scores relative to the one physical appearance at the not deficient boys, and to one emotional at the boys presenting an intellectual deficiency. The discussion analyses the reach of this study and its implications as for the role of the school context on the lived of the school difficulties during the adolescence.