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Results: Diagnosis, age, gender, control perceptions, school placement, and socioeconomic status shape self-concept trajectories through internal and external interactions. Conclusions: Diverse evaluation methods are required; findings support targeted interventions and indicate the need to validate tools across populations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/self-concept-and-achievement-in-individuals-with-intellectual-disabilities-prisma-systematic-review/272537/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/self-concept-and-achievement-in-individuals-with-intellectual-disabilities-prisma-systematic-review/272537.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-18","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of this systematic review?","Question",{"text":63,"@type":64},"The review examines the relationship between self-concept and achievement in individuals with intellectual disabilities, including how self-concept is formed and what factors influence it. It also summarizes assessment methods used in the literature.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which factors are reported to influence self-concept?",{"text":68,"@type":64},"The review reports influences such as diagnosis, age, gender, perceived control, school placement, and socioeconomic status. It also highlights interactions between internal beliefs and external societal perceptions.",{"name":70,"@type":61,"acceptedAnswer":71},"How is self-concept assessed in studies included in the review?",{"text":72,"@type":64},"Included studies use diverse assessment tools and self-report questionnaires, including measures such as the Pictorial Scale of Perceived Competence and Acceptance and the Myself as a Learner Scale. 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Disabilities 2024, 4, 348–367. [https://doi.org/10.3390/](https://doi.org/10.3390/)[ ](https://doi.org/10.3390/)disabilities4020023  \nAcademic Editor: Roy McConkey  \nReceived: 8 March 2024  \nRevised: 27 April 2024  \nAccepted: 3 May 2024  \nPublished: 11 May 2024  \nCopyright: © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ([https://](https://)[ ](https://)[creativecommons.org/licenses/by/](creativecommons.org/licenses/by/)[ ](creativecommons.org/licenses/by/)[4.0/](4.0/)) .  \nDepartment of Special Needs Education and Rehabilitation, School of Educational and Social Sciences, Carl von Ossietzky University of Oldenburg, 26129 Oldenburg, Germany  \n* Correspondence: karoline.falk@uol.de  \nAbstract: Background: Understanding self-concept in individuals with intellectual disabilities is crucial for tailored support and interventions. The research question driving this study is: What factors influence the self-concept of individuals with intellectual disabilities, and how is it assessed? Methods: Employing a systematic review following PRISMA guidelines, studies from 1993 to 2024, which used diverse assessment tools such as the Pictorial Scale of Perceived Competence and Acceptance, Myself as a Learner Scale, and other self-report questionnaires, were analysed. Results: Factors influencing self-concept include diagnosis, age, gender, perception of control, school placement, and socioeconomic status. Internal factors like perception of control and external factors like societal attitudes interact to shape self-concept trajectories. Assessments reveal nuanced dimensions of selfperception, facilitating targeted interventions. Conclusions: Assessing self-concept among individuals with intellectual disabilities requires diverse evaluation methods. Insights gained inform tailored interventions to enhance well-being. Further research is needed to validate assessment tools across diverse populations. Recognizing the interplay of internal beliefs, external perceptions, and societal structures is crucial for empowering individuals to embrace their unique identities.  \nKeywords: self-concept; intellectual disabilities; systematic review; factors influencing self-concept; assessment methods; academic achievement; social integration; gender differences; perceived competence; societal attitudes  \n1. Introduction  \nThis systematic review aims to provide an overview of the research desideratum pertaining to the intersection of achievement, individuals with intellectual disabilities, and (academic/ability) self-concept. The underlying research questions for this purpose, assessed by synthesising studies from 1993 to 2024, are as follows:  \n1. How does the formation of self-concept take place in people with intellectual disabilities?  \n1.1 Which factors influence the self-concept of people with intellectual disabilities?  \n1.2 How do the factors interact to form the self-concept in a certain direction (positive/negative self-concept)?  \n2. What methods were used to assess the self-concept of people with intellectual disabilities?  \nClarification of Terms  \nIdentity. Inseparably linked to the self-concept is the term identity. Self-concept is tobe understood as a part of identity. The concept of identity focuses as a central aspect on the individual diversity of each person, which makes a clear definition difficult. A core statement shared by the numerous approaches in identity research is the understanding of identity as a “process of self-discovery of an individual” [1](p. 33) . According to this, it isabout finding out who one really is [2] .  \nFrom a social and cultural scienc","cbCaiaRi3KyNDmlW","https://ap.wps.com/l/cbCaiaRi3KyNDmlW","pdf",539965,"English","# Abstract\n# Introduction\n## Clarification of Terms\n## Identity\n## Self","[{\"question\":\"What is the main focus of this systematic review?\",\"answer\":\"The review examines the relationship between self-concept and achievement in individuals with intellectual disabilities, including how self-concept is formed and what factors influence it. It also summarizes assessment methods used in the literature.\"},{\"question\":\"Which factors are reported to influence self-concept?\",\"answer\":\"The review reports influences such as diagnosis, age, gender, perceived control, school placement, and socioeconomic status. It also highlights interactions between internal beliefs and external societal perceptions.\"},{\"question\":\"How is self-concept assessed in studies included in the review?\",\"answer\":\"Included studies use diverse assessment tools and self-report questionnaires, including measures such as the Pictorial Scale of Perceived Competence and Acceptance and the Myself as a Learner Scale. The findings indicate that assessment reveals nuanced dimensions of self-perception.\"}]","Self-Concept and Achievement in Individuals with Intellectual Disabilities - PRISMA systematic review | PDF"]