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1.
The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self‐concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self‐concept, academic goals, perception of competence‐incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self‐concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed.  相似文献   

2.
The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th‐ and 6th‐grade students with learning disabilities (LD) (n= 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As predicted, students with LD showed lower intrinsic motivation and perceived academic competence than students without LD almost across all subscales. Exceptions were noticed in intrinsic motivation concerning curiosity/interest and history subscales as well as perceptions of academic competence in the subjects of history and science. Support was found that among typically achieving students intrinsic motivation was positively and significantly related at a moderate level to perceived academic competence across all subscales, as opposed to students with LD, for whom few correlations were found.  相似文献   

3.
Abstract

For students new to higher education, the task of developing their academic writing skills, and particularly the principles and practices of source-referencing, can be daunting. Although institutions and teachers can and do provide positive guidance on this score, all too often students veer into inadvertent plagiarism through lack of confidence and confusion. This case study identifies opportunities through collaborative work to help students approach referencing with greater clarity and confidence. A project with first-year Arts students engaged in collaborative writing encouraged them to attend to their recording and writing-up of source references using individual ‘reading and referencing’ logs and then passing on completed references to their group’s designated bibliographer. Checks on later, solo, assignments by these students indicated that they were less likely to stray into inadvertent plagiarism, whilst feedback from the students themselves pointed towards improved confidence in their academic writing skills and development of study habits conducive to effective self-monitoring.  相似文献   

4.
The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape‐motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for preset amount of time. In addition, students are incentivized to not use the class passes by continuing to engage in the academic task and instead exchanging them for a preferred item or activity. Using an experimental single‐case withdrawal design with replication through a concurrent multiple‐baseline across‐participants design, the CPI was shown to reduce disruptive behavior and increase academic engagement in three students who engaged in hypothesized escape‐motivated behavior. Results also revealed that the effects of the CPI were maintained at a two‐week follow‐up probe and consumers found it to be acceptable. The limitations and implications of the findings for future research on effective classroom‐based interventions are discussed.  相似文献   

5.
Abstract

Despite increasing attention to disadvantaged students in Australian universities, data on students with disabilities is sparse. This paper reports the results of a 1996 national survey on students with learning disabilities (LD) in Australian universities. The data collected from disability support staff indicate that in 1996 they supported approximately 1000 students with LD: this group of students comprised 12% of all supported students with disabilities. The gender ratio of supported students with LD did not differ significantly from that of all university students, but the supported students with LD were more likely to be studying part‐time, less likely to be studying for a higher degree, and less likely to be aged under 20 years.  相似文献   

6.
The present study investigated the effectiveness of a novel class‐wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh‐ and eighth‐grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students’ academic engagement, or on‐task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off‐task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class‐wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time.  相似文献   

7.
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.
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   

9.
abstract

The IMPEL2 Project is a JISC‐funded eLib Project based at the University of Northumbria at Newcastle. It has been engaged in a 2‐year (1996‐98) investigation of organisational and cultural change in the increasingly electronic environment in UK Higher Education HE. The selection of Case Study sites was purposive; some had participated in the previous IMPEL1 study. A qualitative methodology, using analysis of documentation, semi‐structured interviews and questionnaires, has been used to examine complex and sometimes sensitive issues.

Through Case Studies at 24 Universities and HE Colleges and over 300 interviews, with a range of academic staff, library and information services staff and computer services staff, the Project team has gained insights into the impacts of electronic information provision on academic and student users, the impacts of resource based learning and training, and considered the implications for the training and development of library staff.

This article gives some of the findings of the IMPEL2 Project on supporting students in resource based learning. It considers why it is beneficial to support students and highlights the recent changes in HE which make academic support of students vital to their success.

The article outlines the evidence of the IMPEL2 Project which suggests that certain kinds of support are needed including the provision of appropriate resources, access to these resources, the teaching of skills to students and the provision of on‐going advice, guidance and support. Finally the implications for academic staff are considered.  相似文献   

10.
《Africa Education Review》2013,10(3):452-465
Abstract

The purpose of this research was to examine the extent to which academic integrity is maintained in the academic programmes of three East African university students selected from one of the universities in each one of the three countries. For confidentiality and identification purposes, the universities were labeled A, B and C. The level of academic integrity was interpreted on the basis of the extent to which participants admitted to have engaged in plagiarism and academic misconduct in its various manifestations. The findings clearly indicated that academic dishonesty is widely practised by East African university students. The extent to which this held true varied from one item to another of the sixteen questionnaire statements with the highest score being in items related to plagiarism. Overall, 37% of the students in university C, followed by 32% of students in university A and 24% of students in university B engaged in academic dishonesty. The rate at which academic dishonesty was reported was comparable to what has been reported in other countries including Canada, Ethiopia, South Africa, the UK and USA.  相似文献   

11.
Abstract

Some resilient students with LD succeed ‘against the odds’ and reach college. The goals of the study are to explore their resources and barriers during their studies. The relationships between academic self-efficacy (ASE) and personal resources (sense of coherence (SOC) and hope) among college students with learning disabilities (LD) will be examined. The sample consisted of 438 college students divided into two subgroups: 149 students with LD and 289 Non-LD students. Results indicated that college students with LD reported lower levels of ASE, as well as lower levels of hope subscales and SOC. Persistent challenges of early learning distress experienced by those students during school periods continue to be prevalent during their college years. The ASE was predicted by the personal resources, and the risk factor (tiredness lost its significance). The importance of personal resources (SOC and hope subscales) was further emphasised by the mediation model (PROCESS). They mediated the relationships between LD and ASE. These outcomes call for empowering interventional programmes in order to promote hopeful thinking and personal coherence.  相似文献   

12.
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   

13.
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   

14.
The present study investigated the qualitatively different moments of engagement and disengagement experienced by students at upper-secondary school in academic situations. Further, we examined between-student differences in the occurrence of these moments and their associations with both momentary task performance and overall academic achievement. By means of multilevel latent profile analysis (MLPA) we examined 1392 momentary experiences of 130 students, collected via experience sampling method (ESM). We identified six types of (dis)engagement moments varying within students from moment to moment: high engagement, moderate engagement, indifferent engagement, anxious engagement, anxious disengagement and bored disengagement. In addition, we identified four student profiles: highly engaged, moderately engaged, indifferently engaged and anxious. Whereas the engagement moments were related to momentary task performance, there were no differences between the student profiles in academic achievement. These results shed light on the nuanced nature of engagement and disengagement, and how they vary across individuals and situations.  相似文献   

15.
Abstract

Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning.  相似文献   

16.
The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness and ASE. The sample consisted of 178 female students from the special education programme in a teachers’ college, divided into two subgroups: 59 students with LD and 119 students without LD. The following questionnaires were used: the loneliness scale; ASE; Internet and smartphone activities; hope, optimism and SOC. As expected, students with LD reported higher levels of loneliness and lower levels of ASE. Multiple hierarchical regression analyses showed that the use of the Internet for avoidance coping was a significant predictor for the loneliness and ASE. Results of the mediation analysis further demonstrated that LD was positively associated with online avoidance coping. However, hopeful thinking had a significant mediation effect between LD and online avoidance coping. Students with LD who have hopeful thinking were less engaged in avoidance coping than their peers, focusing attention on the importance of hope as a mediation factor.  相似文献   

17.

University summer bridge programs or transitional programs for low‐income and minority transfer students are becoming an established part of the effort to recruit, retain, and graduate a population of students underrepresented in higher education. The purpose of this study was to determine the effects of a summer bridge program on the academic, personal, and social development of underrepresented and low‐income transfer students during their first year at the University of California, Los Angeles (UCLA). The 1988 entering cohort of Transfer Summer Program (TSP) students was tracked through their first two quarters at UCLA, collecting both attitudinal and academic data.

The results of the study clearly suggest that summer bridge programs for underrepresented and low‐income students can help facilitate their transition and adjustment to university life and improve their academic performance and persistence rates. This is accomplished by increasing transfer students' control over their academic future by preparing them to effectively participate in a classroom, to assess their academic abilities, and by introducing them to campus services and encouraging the utilization of these services.  相似文献   

18.
Abstract

In order to gain insight into preservice teachers' beliefs about planning for mathematics instruction, a study was carried out involving K‐8 teacher candidates enrolled in an elementary mathematics methods course. Doyle's (1992) notion of academic task and the research on pedagogical content knowledge served as the theoretical framework for this study. The teacher candidates submitted lesson plans at three intervals during a semester‐long methods course; the lesson plans were then coded based on candidates' planned uses of academic tasks. Analyses of the data revealed trends in these teacher candidates' design of academic tasks over the course of the semester. Recommendations and implications are pre‐sented highlighting the benefits of incorporating the knowledge base on academic task into a mathematics methods course as a means to con‐tribute to teacher candidates' developing pedagogical content knowledge via their designing of academic tasks in lesson planning.  相似文献   

19.
Abstract This study investigated the relative effects of different combinations of feedback on the behaviours of two subjects labelled ‘behaviour disordered’. In addition, the relationship between academic engaged behaviour and performance (assessed by measures of amount completed and accuracy) was also analysed. The results revealed that there was a positive relationship between the amount of time a subject spends on task and the number of tasks completed. In addition, the results showed that there was not a positive relationship between the amount of time a student spends on a task and accuracy on that task. The relative effectiveness of the feedback procedures was substantiated. The implications of these results were that the provision of feedback when a subject is off‐task will be most effective in terms of increasing the subject's on‐task behaviour and the amount of tasks that the subject completed. This research demonstrated that increased on‐task behaviour has positive effects on productivity.  相似文献   

20.
Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence‐base for function‐based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single‐case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function‐based interventions, although promising, cannot currently be considered an evidence‐based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported.  相似文献   

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