Self-Concept Research with School-Aged Youth with Intellectual Disabilities: A Systematic Review

Background: Research on the self-concept of youth with intellectual disabilities has not been summarized in more than four decades. The present systematic review addresses this gap. Method: A systematic literature search was performed in nine databases and 21 studies, published between 1979 and 2017, met our inclusion criteria. Results: Significant differences between the self-concepts of youth with intellectual disabilities and typically developing (TD) youth were found in: (a) cognitive-academic self-concept in disfavour of youth with intellectual disabilities; (b) global self-concept and cognitive-academic self-concept in disfavour of children with intellectual disabilities; and (c) global, behavioural, and cognitive-academic self-concept in disfavour of youth with intellectual disabilities schooled in a special class. Additionally, except for age, intellectual functioning and school placement, no significant relations were found between the self-concept dimensions and academic achievement and sex. Conclusion: Studies on self-concept research with school-aged youth with intellectual disabilities have several weaknesses that need to be advanced in future research.