FACTORS INFLUENCING SELF-ESTEEM IN CHILDREN WITH AUTISM: THE ROLE OF PSYCHOMOTOR CLUMSINESS

<p><strong>Introduction: </strong>Self-esteem is a fundamental factor in the psychological development and social adjustment of children with autism; therefore, in order to develop effective interventions, it is considered critical to understand the factors that influence it.<strong> Aim: </strong>To investigate the self-esteem and psychomotor clumsiness of children with autism and the factors that affect children's self-esteem, studying the role of psychomotor clumsiness. <strong>Methodology: </strong>A cross-sectional quantitative correlation study was conducted. The dependent variable of the study was self-esteem, and was measured by the RES tool, and the independent variables were a) psychomotor clumsiness, which was measured by the M-ABC test (2nd Edition) and b) the characteristics of the child with autism. 152 teachers, the majority of whom were women, aged 21-40 years, living in an urban center, with a postgraduate qualification, specialization in special education, up to 10 years of experience and up to 5 years of experience in special education, who teach in a primary school, participated in the survey. The substudy children with autism (38 low, 65 moderate, 50 high functionality) are mostly boys, aged 8-14 years, with normal BMI and perform physical activity in and out of school. Data analysis was performed at α=5% using independent samples t-test, One Way ANOVA, Pearson, Spearman and multiple linear regression tests. Data collection took place in special education schools from May 2023 to February 2024. The study received ethical approval from the University of Ioannina on 4/24/2023.<strong> </strong><strong>Results:</strong> Moderate levels of psychomotor clumsiness emerged. Students struggled to an above-average degree in tests where the child is stationary and the environment is changing (<em>AV</em>=1.62), to a moderate degree in tests where the child is moving in a changing environment (<em>AV</em>=1.62), to a moderate degree in tests where the child is moving in a changing environment (<em>AV</em>=1,47) and stable environment (<em>AV</em>=1,42) and below average in tests where the child is stationary and the environment is stable (<em>AV</em>=1,29). Self-esteem levels scored slightly above average (<em>AV</em>=2,71). The variables "Child Stationary/Environment Stable" (beta=-0.256, p=0.036), attendance at "SMEAE/ENEEGY/KEDASY" (beta=-0.245, p=0.002) and "Physical activity outside of school" (beta=0.232, p=0.003) were found to be predictors of a decrease in "Self-Esteem". Lower levels of self-esteem were observed in low-functioning students (<em>AV</em>=2.58) compared to high-functioning students (<em>AV</em>=2.81, p=0.011). <strong>Conclusions: </strong>It is considered necessary to address the psychomotor clumsiness of children with autism on low-difficulty tests and physical activity outside of school in order to increase self-esteem levels. Vulnerable groups with low self-esteem were identified as students with autism attending special schools for SMEAE/ENEEGY/KEDASY and low-functioning children.<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0447/a.php" alt="Hit counter" /></p>