Publications by authors named "M F Knigge"

Introduction: Adolescence is a special phase of life in which fundamentals of psychosocial functioning are formed. The present study investigates how adolescents' self-perception of social relationships in inclusive classes affect personality functioning. Furthermore, we examine whether the association between self-perceived social relationships and personality functioning is stronger for students with special educational needs in the domains of learning (SEN L) and social -emotional development (SED) than for students without SEN.

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Background: Counseling self-efficacy is a relevant measure to examine trainees' beliefs about their counseling skills. This study aimed to validate three scales of the revised German version of the Counselor Activity Self-Efficacy Scales (CASES-R) measuring basic counseling skills. To ascertain the scales' sensitivity to change, counseling self-efficacy was assessed before and after specific training.

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Article Synopsis
  • Early ability tracking in education can exacerbate inequalities among students based on their school tracks.
  • The study analyzed 3,880 German secondary school students over four years, focusing on how students' awareness of stereotypes related to their tracks affected their academic performance and self-perception.
  • Interestingly, while students in lower tracks showed higher stereotype awareness, this awareness did not have a more significant negative impact on their academic outcomes compared to students in higher or combined tracks.
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Background: Swallowing impairments resulting from stroke have few rehabilitative options. Prior evidence suggests lingual strengthening exercise may provide some benefit, but more randomized controlled trials are required. The purpose of this study was to examine efficacy of progressive lingual resistance training on lingual pressure generative capacity and swallowing outcomes for individuals with dysphagia after stroke.

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Background: The study was grounded in the recent developments of implementing the United Nations Convention on the Right of Persons with Disabilities (UNCRPD) in schools in Uganda, leading to a renewed interest in the questionings about inclusive education.

Objectives: The inclusive approach was evaluated in terms of: (1) how public or private schools in Uganda understand inclusive education; (2) how schools implement inclusive education under the influence of the UN Convention; and (3) what determines the course of action and school routine of private and state schools.

Methods: This exploratory qualitative research included interviews with six schools purposively selected in Mukono, Wakiso and Kampala districts of Central Uganda.

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