Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups     

Lackaye TD  Margalit M 《Journal of learning disabilities》2006,39(5):432-446

This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of loneliness and negative mood. When compared to peers without LD (n = 447) at four different academic achievement levels, students with LD showed higher achievement than the low-average group, but their social-emotional profiles were similar to the low and low-average groups. Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD. These results demonstrated the importance of hope in understanding the functioning of students with LD.  相似文献   

Forthcoming events     

LR Keytel  JH Goedecke  TD Noakes  H Hiiloskorpi  R Laukkanen  L van der Merwe 《Journal of sports sciences》2013,31(3):289-290

The aims of this study were to quantify the effects of factors such as mode of exercise, body composition and training on the relationship between heart rate and physical activity energy expenditure (measured in kJ?·?min^?1) and to develop prediction equations for energy expenditure from heart rate. Regularly exercising individuals (n = 115; age 18?–?45 years, body mass 47?–?120?kg) underwent a test for maximal oxygen uptake ([Vdot]O_2max test), using incremental protocols on either a cycle ergometer or treadmill; [Vdot]O_2max ranged from 27 to 81?ml?·?kg^?1?·?min^?1. The participants then completed three steady-state exercise stages on either the treadmill (10?min) or the cycle ergometer (15?min) at 35%, 62% and 80% of [Vdot]O_2max, corresponding to 57%, 77% and 90% of maximal heart rate. Heart rate and respiratory exchange ratio data were collected during each stage. A mixed-model analysis identified gender, heart rate, weight, [Vdot]_2max and age as factors that best predicted the relationship between heart rate and energy expenditure. The model (with the highest likelihood ratio) was used to estimate energy expenditure. The correlation coefficient (r) between the measured and estimated energy expenditure was 0.913. The model therefore accounted for 83.3% (R ²) of the variance in energy expenditure in this sample. Because a measure of fitness, such as [Vdot]O_2max, is not always available, a model without [Vdot]O_2max included was also fitted. The correlation coefficient between the measured energy expenditure and estimates from the mixed model without [Vdot]O_2max was 0.857. It follows that the model without a fitness measure accounted for 73.4% of the variance in energy expenditure in this sample. Based on these results, we conclude that it is possible to estimate physical activity energy expenditure from heart rate in a group of individuals with a great deal of accuracy, after adjusting for age, gender, body mass and fitness.  相似文献   

Comparisons of Self‐Efficacy,Mood, Effort,and Hope Between Students with Learning Disabilities and Their Non‐LD‐Matched Peers     

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