• Liqaa Habeb Al-Obaydi College of Education for Human Science, University of Diyala, Iraq
  • Julia Doncheva Faculty of Natural Science and Education, University of Ruse, Bulgaria
  • Nashruddin Nashruddin Department: English Education, University STKIP Muhammadiyah Barru, Indonesia
Keywords: Self-esteem, Inclusive education, The correlation


This study deals with an important personality trait which is self-esteem and how this trait can effect directly on students decisions and relationships. More precisely, the present study attempts to show the kind of the correlation between students’ self-esteem and their attitudes towards inclusive education. Two instruments are used in this study to collect data; self-esteem questionnaire that have developed by Rosenberg (1965) and the attitude scale by Moberg & Savolainen (2003). The participants are 140 college male and female students, their ages range between 20-25 years. They are all from the English department, college of education for human science, University of Diyala, Iraq. Results of the study demonstrate that there is no significant difference between male and female college students in self-esteem and in their attitudes towards inclusive education though male students seem more inclined than female students. Results also show that there is a significant correlation between students’ self-esteem and their attitudes towards inclusive education.


Al-Obaydi, L. H. (2020). Risk-taking and Self-actualization in EFL Positive Classroom Environment. ELS Journal on Interdisciplinary Studies in Humanities, 3(3), 352-365. https://doi.org/10.34050/elsjish.v3i3.10877

Artiles, A., E. B., Koleski, S. D., & Christensen, C. (2006). Learning in Inclusive Education Research: ReMediating Theory and Methods With a Transformative Agenda. In J. Green & A. Luke (Eds.), Review of Research in Education (Vol. 30, pp. 65–108). Washington, DC: American Educational Research Association. https://doi.org/10.3102/0091732x030001065

Baron, R. A., Branscombe, N. R., & Byne, D. (2008). Social Psychology (12 ed.). USA: Pearson Education, Inc.

Branden, N. (1992). The Power of Self-esteem. Florida: Health Communication, Inc.

Burger, J. M. (1998). Personality Theory and Research. California: Wadsworth Publishing Company.

Daniel, P. H. (2009). Exceptional Learners: An Introduction to Special Education. Boston: Pearson Education Inc.

Doncheva, J. (2017) Early identification of children with special educational needs. SEA - Conf., 3

International Conference, Constanta, Romania, 2017 (3), p. 73, ISSN: 2457- 144X.

Doncheva, J., (2014) Consolidating functions of Bulgarian children’s folk games in preschool, Publishing Haus Mediateh, Ruse. ISBN: 978-619-7071-84-9.

Emler, N. (2001). Self-esteem: The costs and causes of low self-worth. Layerthorpe: Joseph Rowntree Foundation.

Erol, R. Y., & Orth, U. (2011). Self-esteem Development from Age 14 to 30 Years: A Longitudinal Study. Journal of Personality and Social Psychology, 101(3), 607-619. https://doi.org/10.1037/a0024299

Haryanto, H., Weda, S., & Nashruddin, N. (2018). Politeness principle and its implication in EFL classroom in Indonesia. XLinguae European Scientific Language Journal, 11(4), 90-112. https://doi.org/10.18355/xl.2018.11.04.09

Hills, P. R., Francis, L. J., & Jennings, P. (2011). The School Short-Form Coopersmith self- esteem inventory: Revised and Improved. Canadian Journal of School Psychology, 26(1), 62-71. https://doi.org/10.1177/0829573510397127

Hutteman, R., Nestler, S., Wagner, J., Egloff, B., & Back, M. D. (2015). Wherever I may roam: Processes of self-esteem development from adolescence to emerging adulthood in the context of international student exchange. Journal of Personality and Social Psychology, 108, 767–783.https://doi.org/10.1037/pspp0000015

Individuals with Disabilites Education Act Amendment of 2004. (2004). P.L. 105-171, U.S.C Mcleod, S. A. (2012). Low Self Esteem. Retrieved from Www.Simply-psychology. Org/Self-Esteem.Html

Messiou, K. (2017). Research in the field of inclusive education: time for a rethink. International Journal of Inclusive Education, 21(2), 146-159. doi: http://dx.doi.org/10.1080/13603116.2016.1223184

Moberg, S. & Savolainen, H. (2003). Struggling for inclusive education in the North and the South: Educators perceptions on inclusive education in Finland and Zambia. International Journal of Rehabilitation Research, 26, 21–31. https://doi.org/10.1097/00004356-200303000-00003

Moriña, A. (2017). Inclusive education in higher education: and opportunities. European Journal of Special Needs Education, 32(1), 3-17. http://dx.doi.org/10.1080/08856257.2016.1254964

Mruk, J., & Chirstopher. (2006). Self-Esteem, Research, Theory, and Practice. New York: Springer Publishing Company.

Murk, C. J. (2006). Self Esteem Research, Theory and Practice: Toward A Positive Psychology of Self Esteem (3rd ed.). New York: Springer Publishing Company.

Nashruddin, N., & Ningtyas, P. R. (2020). English as Foreign Language (EFL) Teacher’s Questioning Strategies in Classroom Interaction. Utamax: Journal of Ultimate Research and Trends in Education, 2(1), 5-11. https://doi.org/10.31849/utamax.v2i1.3720

Olson, J. M. (2003). Special Education andGeneral EducationTeacherAttitudes Toward Inclusion.WisconsinStout: University of Wisconsin-Stout.

Quality, T. W. C. o. S. N. E. A. a. (1994). The World Conference on Special Needs Education: Access and Quality. Paper presented at the The World Conference on Special Needs Education: Access and Quality, Salamanca, Spain.

Quirke, A. (2020) ‘‘An Inclusive Education for All’: Challenges Facing Teachers in SupportingChildren with SEN ina Multi-GradeMainstreamClassroom’, 04, 3;9

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University

PresStubbs, S. (2002). Inclusive Education Where There Are Few Resources. 2020, Retrieved from: http://www.eeenet.org.uk/resources%20bahasa.pdf.

Tosun, S. (2015). The effects of blended learning on EFL students’ vocabulary enhancement. ProcediaSocial and Behavioral Sciences, 199(1), 641-647. https://doi.org/10.1016/j.sbspro.2015.07.592