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1.
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
2.
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
3.
Jos Carlos Núez Julio A. Gonzlez‐Pienda Soledad Gonzlez‐Pumariega Cristina Roces Luis Alvarez Paloma Gonzlez Ramn G. Cabanach Antonio Valle Susana Rodríguez 《Learning disabilities research & practice》2005,20(2):86-97
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
4.
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
5.
Students with learning disabilities (LD) consistently struggle with word problem solving in mathematics classes. This difficulty has made curricular, state, and national tests particularly stressful, as word problem solving has become a predominant feature of such student performance assessments. Research suggests that students with LD perform poorly on word problem‐solving items due primarily to deficits in problem representation. Therefore, it is imperative that teachers provide these students with supplemental problem‐solving instruction that specifically targets the development of representational strategies. This article describes how one representational strategy, using number lines, can be used to model word problems as part of a comprehensive problem‐solving intervention to improve the conceptual understanding of math word problems and, subsequently, the problem‐solving performance of students with LD. 相似文献
6.
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
7.
Carlos M. Rodriguez 《高等教育研究与发展》2009,28(5):523-539
This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed. 相似文献
8.
Yngvar Ommundsen Richard Haugen Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(5):461-474
The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students. 相似文献
9.
10.
This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed. 相似文献
11.
Abstract Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence‐based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted. 相似文献
12.
Jennifer D. Cribbs Zahra Hazari Gerhard Sonnert Philip M. Sadler 《Child development》2015,86(4):1048-1062
This article empirically tests a previously developed theoretical framework for mathematics identity based on students’ beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students’ beliefs about their own competence in mathematics directly impact their identity as a “math person,” findings indicate that students’ self‐perceptions related to competence and performance have an indirect effect on their mathematics identity, primarily by association with students’ interest and external recognition in mathematics. Thus, the model indicates that students’ competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition. 相似文献
13.
Purificación Checa Rosa Rodríguez‐Bailón M. Rosario Rueda 《Mind, Brain, and Education》2008,2(4):177-187
ABSTRACT— The aim of the current study was to examine the role of individual differences in neurocognitive and temperamental systems of self‐regulation in early adolescents’ social and academic competence. Measures used in the study included the Attention Network Test, the Early Adolescence Temperament Questionnaire, a peer‐reported Social Status Questionnaire, a self‐reported measure of Schooling Skills, and information on grades obtained by the students in a variety of school subjects (n= 69 12‐year olds). Results showed that efficiency of the neurocognitive network of executive attention is related to academic outcomes, particularly in mathematics, as well as to aspects of social adjustment. Temperamental effortful control appears to be a significant predictor of all dimensions of school competence assessed in this study and mediates the relationship between social adjustment and poor schooling outcomes. These data suggest that individual differences in systems of self‐regulation are central to understanding processes of learning and social adjustment in the school. 相似文献
14.
The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first‐year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self‐regulatory learning strategies, and personality traits, with end‐of‐semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self‐regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self‐regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self‐regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university. 相似文献
15.
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
16.
Lisa Davia Rubenstein Del Siegle Sally M. REIS D. Betsy Mccoach Meredith Greene Burton 《Psychology in the schools》2012,49(7):678-694
The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement‐Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = .014, d = .38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self‐efficacy and self‐regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed‐methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed. © 2012 Wiley Periodicals, Inc. 相似文献
17.
This study examined the mediator and moderator roles of self‐regulation and motivation constructs in the relationship between learning experience and academic success. Self‐reported measures of learning experience, self‐regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation modelling indicated that self‐regulation and motivation fully mediated the learning experience—academic performance relation. In addition, hierarchical regression analysis also showed that both self‐regulation and motivation had small moderating effects on the link between learning experience and academic performance. That is, the association between learning experience and cumulative GPA was stronger for students with lower levels of self‐regulation and motivation. The implications of fostering motivation and enhancing university learning experience are discussed. 相似文献
18.
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
19.
Janalee Morris Tom Buchanan Janet Arnold Tracie Czerkawski Brad Congram 《Learning disabilities research & practice》2023,38(4):296-310
Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of students registered with Access and Inclusion Services with learning disabilities (LD), attention-deficit/hyperactivity disorder (ADHD), and combined LD/ADHD at a Canadian undergraduate university (N = 661), we explored the impact of gender on academic performance and accommodation usage. Next, we examined how gender intersected with the impact of academic accommodations on academic performance. Women, on average, demonstrated better academic performance. Academic strategies and assistive technologies were not associated with higher academic performance. However, testing accommodations (extended time and environmental accommodations) were positively associated with academic performance for men with LD or ADHD, but not for the combined group LD/ADHD. For the former two, the more tests accommodated, the higher the academic performance. Furthermore, this gender association was most prominent for students experiencing ADHD. Interpretations and policy recommendations related to these findings are presented. 相似文献
20.
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