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1.
Michael M. Omizo Walter E. Cubberly Sharon A. Omizo 《International Journal of Disability, Development & Education》1985,32(1):13-19
The purpose of the present study was to determine the effects of Rational‐Emotive Education (REE) counselling group sessions on learning disabled (LD) children's self‐concept and locus of control orientation. Sixty LD children were randomly assigned to experimental and control conditions; the experimental group leader was trained in REE. Sessions, each lasting approximately one hour, were held twice weekly for 12 consecutive weeks. Multivariate analysis of variance (MANOVA) revealed no significant differences on pretest self‐concept and locus of control measures; on post‐test measures MANOVA indicated significant differences between experimental and control groups. Post hoc univariate F and discriminant analysis revealed several dimensions of self‐concept and the locus of control measure to be valid discriminators. The REE intervention, appears to be beneficial in both enhancing certain aspects of self‐concept and encouraging a more internal locus of control orientation in LD students. 相似文献
2.
Timothy Lackaye Malka Margalit Orit Ziv Tahel Ziman 《Learning disabilities research & practice》2006,21(2):111-121
The goals of this study were to compare self‐perceptions of self‐efficacy, mood, effort, and hope between 123 adolescents with learning disabilities (LD) and a group of 123 Non‐LD peers, who were matched for their level of academic performance and gender, and to explore the relations between measures of self‐perception and achievement. The results showed that students with LD reported lower academic self‐efficacy and lower social self‐efficacy. They also rated their mood as more negative and reported lower levels of hope and less investment of effort in their academic work. At the same time, no significant differences were found for emotional self‐efficacy in comparison to the Non‐LD peer group. In addition, among students with LD who were successful in their studies, a subgroup continued to report low levels of hope. The results demonstrated that even when the academic performance of students with LD is similar to their Non‐LD peers, their specific and global self‐perceptions continue to reflect their distress. It is not clear if these results represent past difficulties, day‐to‐day struggles, and/or future worries. Resilience models are proposed and research limitations are specified. 相似文献
3.
This study explored the influence of attributional style on women's persistence in engineering majors, after controlling for academic ability. Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events; and (b) thoughts of changing career goals. Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors. Among persisters in engineering, those attributional style dimensions were also related to thoughts of changing career goals. Implications for research are discussed, and recommendations for educators and advisors are presented. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 663–676, 1999 相似文献
4.
Seleshi Zeleke 《欧洲特需教育杂志》2013,28(2):145-170
In an attempt to test the assumption that children with learning disabilities (LD) have deficient self‐concepts, a number of studies have compared the self‐concepts of students with learning disabilities and their normally achieving (NA) peers. The purpose of this paper is to review recent studies that investigated the academic, social and general self‐concepts of students with LD and their NA peers and compare the results with those of a previous meta‐analysis of relatively older studies, by Chapman. Consistent with earlier findings, results of the present review indicated that the academic self‐concept of LD students is more negative than that of their NA peers. Unlike Chapman’s conclusion, however, the evidence is less clear for general self‐concept. This is also true for social self‐concept. Because the evidence that shows no group differences outweighs that indicating better social and general self‐concept scores for NA children, the conclusion that children with LD hold more negative social and general self‐concepts than do NA children is not warranted. 相似文献
5.
Namok Choi 《Psychology in the schools》2005,42(2):197-205
Social cognitive theory suggests that self‐constructs are better predictors when the specificity levels of self‐constructs (as predictors) and the criterion variable closely correspond. In this study it was examined whether self‐constructs measured at an intermediate level of specificity better correspond with the criterion variable (course grades: an intermediate level of specificity) than general self‐constructs or specific self‐constructs. Self‐constructs in this study included self‐efficacy and self‐concept at varying degrees of specificity: general self‐efficacy, academic self‐efficacy, specific self‐efficacy, academic self‐concept, and specific self‐concept. College students (N = 230) in general education courses voluntarily completed the three self‐efficacy measures and the two self‐concept measures. Results of correlation and simultaneous multiple regression analyses indicated that the closer the level of specificity of self‐efficacy and self‐concept, the stronger the relationship between the two constructs. Both academic self‐concept and specific self‐concept were significant predictors of term grades. In addition, academic self‐concept was also a significant predictor, whereas neither general self‐efficacy nor academic self‐efficacy was significant. Measurement issues and implications of the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 197–205, 2005. 相似文献
6.
Lynn Meltzer Ranjini Reddy Laura Sales Pollica Bethany Roditi Julie Sayer Christina Theokas 《Learning disabilities research & practice》2004,19(1):33-44
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction. 相似文献
7.
Efrat Kotzer 《欧洲特需教育杂志》2013,28(4):443-457
The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD. 相似文献
8.
Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self‐regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self‐efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between SRL and academic self‐efficacy. Self‐regulated learning played its strongest mediating role between belonging and mastery and for low‐efficacy students specifically. 相似文献
9.
Marjorie Montague 《Learning disabilities research & practice》2007,22(1):75-83
Abstract The purpose of this article is to provide an overview of research‐based interventions that incorporate self‐regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self‐regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self‐regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self‐regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self‐regulation instruction in the classroom are presented. 相似文献
10.
Social Skills Learning for Students with Learning Disabilities and Students with Behaviour Disorders
Malka Margalit 《教育心理学》1995,15(4):445-456
This study examined the effects of a computer‐assisted social skills intervention on the social competence and behaviour adjustment of students with special needs. The sample consisted of 114 male students, divided into two groups: 52 students with learning disabilities (LD) (mean age = 12.23; SD = 1.12) and 62 students with behaviour disorders (BD) (mean age = 12.53; SD = 1.34). The students were trained with the “I Found a Solution” computer‐assisted social skill package. The intervention consisted of the computer‐assisted program and teacher‐guided work. Each student was assessed, before and after the training, on: teacher‐rated self‐control and maladjusted behaviours, peer‐rated social acceptance and self‐rated loneliness. Through conceptualisation based on the students’ loneliness and externalising maladjustment, four subgroups were identified: (a) relatively adjusted students; (b) externalising and not‐lonely students; (c) lonely and non‐externalising students; and (d) lonely and externalising students. The analyses included subgroups b, c and d, excluding the relatively adjusted subgroup, adding up to a sample of 83 students (35 students with learning disabilities and 48 students with behaviour disorders). A series of two‐way ANOVAs with repeated measures (grouping by subgrouping, with pre‐/post‐training scores as the repeated measures) revealed that following training, students in both groups felt less lonely and were more accepted by peers. Teachers rated them as demonstrating higher levels of self‐control and decreased externalising and internalising maladjustment. The differential impact of the training between groups (LD/BD) and among subgroups (b/c/d) highlighted the significance of the subtyping approach for understanding the children's social learning profiles and for directing effective social skill programming. 相似文献
11.
Richard L. Sparks 《Learning disabilities research & practice》2008,23(4):180-183
Abstract This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ‐achievement discrepancies and FL aptitude, proficiency, and achievement; and (c) students classified as LD who pass FL courses or receive course substitutions. Findings show that there are no cognitive and achievement differences between students classified as LD and non‐LD students enrolled in FL courses or between students classified as LD who pass FL courses or receive course substitutions. Findings have shown that there are no differences in FL outcomes between students classified as LD with and without discrepancies. Research findings over several years show that classification as LD is unimportant for determining whether or not a student will exhibit FL learning problems or fail FL courses. 相似文献
12.
Huy Phuong Phan 《教育心理学》2009,29(7):777-799
Research exploring students’ academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self‐efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical orientations from both cross‐sectional (N = 279 participants) and longitudinal (N = 264 participants) perspectives. In particular, achievement goals are hypothesised to exert direct and indirect effects on academic performance via self‐efficacy, study processing strategies and critical thinking. Path analysis was used to test and analyse the hypothesised conceptual models. Results from SPSS 16 and LISREL 8.72 provided good support for the hypothesised structural relationships. Students’ academic performance outcomes, for example, are determined directly by deep processing and work‐avoidance goals. Results from Study 2 indicate mastery goals and self‐efficacy, mastery goals and critical thinking and deep processing and critical thinking operate in a reciprocal manner. In general, the evidence established from both studies contributes theoretically and methodologically. 相似文献
13.
Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed‐Methods Inquiry
Robert M. Klassen Lindsey L. Krawchuk Shane L. Lynch Sukaina Rajani 《Learning disabilities research & practice》2008,23(3):137-147
The purpose of this mixed‐methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n= 101) and without (n= 107) learning disabilities (LD). In Study 1, the results from self‐report surveys found that individuals with LD reported significantly higher levels of procrastination, coupled with lower levels of metacognitive self‐regulation and self‐efficacy for self‐regulation than those without LD. Procrastination was most strongly (inversely) related to self‐efficacy for self‐regulation for both groups, and the set of motivation variables reliably predicted group membership with regard to LD status. In Study 2, individual interviews with 12 students with LD resulted in five themes: LD‐related problems, self‐beliefs and procrastination, outcomes of procrastination, antecedents of procrastination, and support systems. The article concludes with an integration of quantitative and qualitative results, with attention paid to implications for service providers working with undergraduates with LD. 相似文献
14.
David B. Feldman Oranit B. Davidson Shiri Ben‐Naim Etai Maza Malka Margalit 《Learning disabilities research & practice》2016,31(2):63-74
The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships between LD status and two outcomes: loneliness/social distress and academic self‐efficacy. In particular, we hypothesized that hope and optimism would mediate the relationship between LD status and these outcomes. The sample consisted of 344 first‐year undergraduates at the beginning of the academic year (Time‐1) and a month later (Time‐2). Results showed that LD status predicted Time‐2 levels of academic self‐efficacy and loneliness only indirectly, demonstrating that relationships between LD and loneliness as well as between LD and academic self‐efficacy are mediated by hope. 相似文献
15.
Michael M. Omizo Walter E. Cubberly 《International Journal of Disability, Development & Education》1983,30(3):201-209
The purpose of this study was to determine the effects of Reality Therapy‐based classroom meetings on the self‐concept and perception of locus of control orientation of learning disabled children. Sixty (60) learning disabled (LD) children from four classrooms were randomly assigned to experimental and control conditions. Experimental group teachers were trained by a certified Reality Therapist in the concepts of Reality Therapy and how to conduct the classroom meetings. Meetings were held twice weekly for 11 consecutive weeks, each session lasting approximately 30‐45 minutes. Multivariate analysis of variance (MANOVA) yielded no significant differences on the pre‐test self‐concept and locus of control measures. MANOVA on post‐test measures revealed significant differences between the experimental and control groups. Post Hoc univariate F and discriminant analysis indicated several measures of self‐concept to be valid discriminators. The locus of control measure, on the other hand, did not prove to be a valid discriminator. The intervention studied appears to be beneficial in improving some areas of self‐concept among the LD population. 相似文献
16.
Reda Abouserie 《教育心理学》1994,14(3):323-330
This study reports an investigation into the sources and levels of stress in relation to locus of control and self esteem in university students. Two stress questionnaires (ASQ and LSQ) were used to assess students’ stress. The first deals with academic sources of stress, and the second assesses the student's life stress levels. The achievement scale of the Multidimensional Multi‐attributional Scale Causality (MMCS) was used to measure locus of control, and the Rosenberg Self Esteem Scale to assess students’ self esteem. The study sample consisted of 675 (202 males and 473 females) second‐year undergraduate students. The results indicated that examination and examination results were the highest causes of stress in students, followed by studying for exams, too much to do and the amount to learn, respectively. Results showed that 77.6% and 10.4% of the students fall into the moderate and serious stress categories, respectively, and that there were significant differences between females and males students in both academic and life stress, with female students more stressed than males. Results also indicated a significant positive correlation between locus of control and academic stress, suggesting that students with external beliefs are more stressed than those with internal. A significant negative correlation between self esteem and both academic and life stress emerged, indicating that students with high self esteem are less stressed than are those with low. 相似文献
17.
Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation. 相似文献
18.
19.
The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD. 相似文献
20.
As a group, students with learning disabilities (LD) have social difficulties. One possible explanation for these difficulties is the unique way they process social information. Although students with LD may differ from their nondisabled peers in their social cognition, investigators have suggested the presence of subgroups within the population of students with LD who may differ in their social competence and, thereby, shed light on the source of the difficulties. The present exploratory study examined how two subgroups of students with LD in inclusive settings, students with high and low social status, perceive social situations. Using a sociometric technique, three students with LD receiving high social‐status ratings and three students with LD receiving low social‐status ratings were identified. A qualitative approach was used to gather and evaluate data from the participants and their teachers. Results suggested differences between the two subgroups in their (1) sensitivity to cues in the environment, (2) interpretation of social situations in relation to their own experiences, and (3) levels of self‐control. Implications of these findings for practice and future research are discussed. 相似文献