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A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities
Abstract
This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the issue of calibration. From the literature search, 22 studies met the criteria of (a) using a measure of self-efficacy, and (b) including a sample of students identified as having learning disabilities. The resulting body of literature is summarized and analyzed in terms of the nature of the sample, the performance task or domain, the self-efficacy measure used, the research question and outcomes, and the accuracy of calibration between perceived self-efficacy and task outcome. The results from this review suggest that in specific contexts — in the writing performance of students with specific writing difficulties, in particular — students appear to optimistically miscalibrate their self-efficacy. Methodological problems found in some of the research, such as “conceptual blurring,” are discussed. Finally, implications for practice are considered, and suggestions are made for future research.
... This exploratory study was principally inspired by Self Efficacy Theory (e.g., Bandura, 1995). One's self-efficacy beliefs are evaluations of one's ability to complete a certain task, depending on context (Klassen, 2002). Bandura (1977Bandura ( , 1997 argues for four main sources of self-efficacy belief. ...
... Physiological reactionssensations related to, for example, anxiety in performance (Bartimote-Aufflick et al., 1996). Such self-efficacy beliefs are different from other, albeit related constructs (i.e., competence, self-concept) as they are more task-localised (Klassen, 2002), and are established via normative criteria rather than direct social comparison (Zimmerman, 1995). Through sub-optimal task analysis and / or impaired self-knowledge, mis-calibrated self-efficacy can occur (Bandura & Schunk, 1981); sub-optimal task analysis and inaccurate self-knowledge have been found to disproportionally affect students with learning differences (e.g., Butler, 1999;Meltzer et al., 1998;Swanson, 1989). ...
... Metacognition -that is, the awareness of one's own cognitions (strengths, weaknesses) and ability to self-regulate (Flavell, 1976)is necessary for optimal functioning (Klassen, 2002). However, research has suggested that certain students with learning differences have been shown to experience difficulty when evaluating their own skills and progress (e.g., Swanson, 1989;Wong, 1987Wong, , 1991. ...
Anxiety is commonly experienced by neurodivergent individuals participating in Higher Education, related to both cognitive performance and academic achievement. Whereas certain anxieties in neurodivergence (e.g., social and general anxiety) have received much attention, scant research has considered mathematics and statistics anxiety. In this study, 1,383 university students (679 neurotypical, 704 neurodivergent individuals) – matched on age, gender, education level, and country of origin – completed measures assessing various types of anxiety (including mathematics and statistics anxiety), attitudes toward mathematics, self-efficacy, and cognitive reflection. Results showed that neurodivergent students exhibited higher anxiety levels across measures, including mathematics and statistics anxiety. However, only cognitive and somatic anxiety and social anxiety explained individual variance in neurodivergent status after taking into account the effects of other measures. Despite differing anxiety levels (which showed variability between different neurodivergences), neurodivergent and neurotypical students were equivalent in cognitive reflection scores, suggesting similar levels of analytic thinking skills (including reasoning about mathematical content). In both the neurotypical and neurodivergent groups, higher levels of cognitive reflection were associated with male gender, less fear of negative evaluation, and lower mathematics and creativity anxiety, replicating and extending previous work. Our findings have implications for instructors across sectors with respect to supporting neurodivergent individuals.
... In turn, perceived self-efficacy may affect if these students see a task as a manageable challenge or an obstacle (Stagg et al., 2018;Zumbrunn et al., 2020;De Busk-Lane et al., 2023). Although some studies report that reading difficulties may affect students' SEW (Klassen, 2002a) and that students with reading difficulties have lower SEW than typical achievers (e.g., Slemon and Shafrir, 1997), other studies have found no difference between the two groups (Graham et al., 1993). In contrast, some research has suggested overly optimistic beliefs among students with reading difficulties (e.g., see Klassen's overviews, 2002a,b). ...
... Generally, the self-efficacy of young students with reading difficulties tends to be low in several domains (Saracoglu et al., 1989;Ingesson, 2007;Klassen and Lynch, 2007;Baird et al., 2009;Ben-Naim et al., 2017). Many students with reading difficulties find aspects of metacognition challenging and they may be unaware of the importance of reflecting on aspects of knowledge and their own learning process, which is a cornerstone in metacognition (Klassen, 2002a(Klassen, , 2008Butler and Schnellert, 2015). In the domain of writing, self-efficacy refers to students' metacognitive perspectives and self-perceptions of their own writing ability. ...
... have indicated no differences in SEW between the two groups (Graham et al., 1993). Findings have also suggested that students with learning difficulties, which often include reading difficulties, have overly optimistic beliefs about their writing (Klassen, 2002a(Klassen, , 2008. Klassen's (2002a) systematic review of students with learning difficulties and their SEW found that "five of six studies showed these students to overestimate their writing capabilities" (p. ...
Introduction
Self-efficacy for writing (SEW) and reading ability are some of several factors that may be related to the quality of written text that students produce. The aim of the current study was (1) to explore the variation in SEW and written text quality in L1-Swedish and L2-English among upper secondary students with different reading profiles in L1 (typical reading vs. reading difficulties) and with different study backgrounds (SB1year or SB2years = one or two years of studies of Swedish and English, respectively), and in the next step (2) to explore if individual variations in L1-reading and SEW may explain variation in written text quality.
Methods
Participants were 100 upper secondary students (aged 17–18) with different reading profiles operationalized as typical reading and reading difficulties. Data consisted of screening for word recognition and reading comprehension, text quality results from argumentative L1- and L2-writing tasks, school information on study background in Swedish/English, and students’ responses from an online survey about SEW.
Results
As to SEW results, an ANOVA revealed significant main effects for reading profile and study background in L1, but in L2 there was only a significant main effect for reading profile. Written text quality results indicated that there was a significant interaction effect between reading profile and study background in L1, indicating that the significant main effect for reading profile on written text quality was influenced by the group of students with reading difficulties and SB1year. There was a significant main effect for reading profile and study background on written text quality in L2. Students with reading difficulties and SB1year were the most vulnerable group, and they had the lowest scores in L1/L2 SEW and written text quality in L1 and L2. Multiple regression results indicated that word recognition and SEW contributed significantly to L1-text quality, and word recognition, reading comprehension, and SEW contributed significantly to L2-text quality. Thus, this study sheds light on the under-researched area of L1/L2 SEW and text quality of students with reading difficulties at the level of upper secondary school.
Discussion
Pedagogical implications are discussed and highlight the need for writing instruction across subjects in upper secondary school and for extra writing support/scaffolding for students with reading difficulties and shorter study background in the language subjects L1 (Swedish) and L2 (English).
... Os aspectos e processos envolvidos na aprendizagem têm recebido atenção de pesquisadores em diferentes esferas, níveis de ensino e períodos históricos. Uma questão que vem ganhando destaque internacional em pesquisas de todos os níveis escolares é a calibração, conceituada, de modo amplo, como o quanto o julgamento que uma pessoa faz sobre a própria expectativa de aprendizagem condiz com os resultados obtidos (Hattie, 2009;Klassen, 2002;Kuncel, Crede & Thomas, 2005). No entanto, há uma falta de consenso na literatura sobre sua definição. ...
... De maneira geral, as definições se alinham no que tange à aproximação entre a autoavaliação dos estudantes quanto ao próprio desempenho e a realização das tarefas. Todas as definições ressaltam a realização de uma tarefa em específico, sendo que quanto mais específica a tarefa, maior é a chance de haver calibração entre expectativa e realização (Alexander, 2013;Hattie, 2009;Klassen, 2002). Nota-se que as definições também estão relacionadas ao momento da avaliação, ora os julgamentos são realizados antes da tarefa (Dunlosky & Thiede, 2013;Klassen, 2002), ou após a tarefa (Alexander, 2013;Van Loon, Bruin, Van Gog & Van Merriënboer, 2013). ...
... Todas as definições ressaltam a realização de uma tarefa em específico, sendo que quanto mais específica a tarefa, maior é a chance de haver calibração entre expectativa e realização (Alexander, 2013;Hattie, 2009;Klassen, 2002). Nota-se que as definições também estão relacionadas ao momento da avaliação, ora os julgamentos são realizados antes da tarefa (Dunlosky & Thiede, 2013;Klassen, 2002), ou após a tarefa (Alexander, 2013;Van Loon, Bruin, Van Gog & Van Merriënboer, 2013). Neste estudo, a calibração é compreendida como o grau de correspondência entre o julgamento pessoal e sua evidência, podendo ser utilizado em diferentes contextos e processos de ensino e aprendizagem. ...
... Projects often involve many different learning styles, thus a student with learning disabilities can realize the activity, demonstrating between personal or artistic talents and much more. 8 For example: ...
... International journal of special education 25.1 (2010). 10 Klassen, R. (2002a). A question of calibration: A review of the self-efficacy beliefs of students with learning difficulties. ...
... Journal of Learning Disabilities 29.5 (1996).7 Стоянов, Йордан, Алгоритъм за лексикологичен анализ на ресурси вИнтернет, Сборник доклади Годишна университетска научна конференция с международно участие 01-02 юни 2017, Университетско издателство НВУ"Васил Левски", стр. 123-127, CD ISSN 2367-7481, ISSN 1314-19378 Стоянов, Йордан, Структура на експертна система за обучение на военниспециалисти, Сборник научни трудове ВВОВУ -Васил Левски‖ 1995 , книжка 37, стр.253-257, ISSN 0861-0312 ...
The purpose of the publication is to emphasize the effectiveness of project-based learning on the academic performance and attitudes of elementary school students with learning disabilities in the form of personal development through project work to their personal effectiveness and the value of the projects assigned to them.
... Generally, an increased perceived sense of self-efficacy is associated with better academic achievements [41][42][43][44][45][46]. These results are evident if we consider students with an SLD [11,[47][48][49][50]. Lackaye et al. [11] analyzed the perceived self-efficacy, mood, effort, and hope in a group of 123 adolescents with an SLD and 123 without an SLD. ...
... In addition, students without an SLD reported higher hope and high effort in their academic tasks than adolescents with SLD. Similar empirical evidence is found in the research conducted by Klassen [48][49][50] that studied two different types of self-efficacy (self-efficacy for self-regulated learning and general self-efficacy) in relation to the spelling and writing efficacy beliefs of adolescents with and without a learning disorder. The results demonstrated that the former over-estimated their spelling and writing performances, whereas the students without an SLD were generally accurate in their performance estimates. ...
... Indeed, students with an SLD in the sample reported significantly lower levels of self-efficacy than their peers without an SLD. These findings support our hypothesis based on previous studies that the presence of a learning disorder is associated with a decrease in the adolescent's awareness and confidence in their ability to complete a task and achieve a goal [11,[47][48][49][50]. ...
This study aimed to explore interpersonal adaptation, generalized self-efficacy, and metacognitive skills in a sample of Italian adolescents with and without a specific learning disorder (SLD). A total of 564 secondary and high school students (males = 236; females = 328; age range: 11–19; M = 16.14, SD = 1.70) completed a set of standardized tests assessing social and interpersonal skills (non-affirmation, impulsiveness, narcissism, social preoccupation, and stress in social situations), general self-efficacy, and metacognition. Students with SLD reported a lower interpersonal adaptation than students without SLD. Furthermore, students with SLD were more impulsive and had more problems handling social situations. They also reported lower levels of self-efficacy but higher metacognition scores than peers without SLD. The use of compensatory tools was associated with better interpersonal skills and higher levels of self-efficacy in students with SLD. Finally, using these instruments is predictive of high levels of metacognitive skills in adolescents with SLD. In line with the previous literature, this study showed the presence of a gap between adolescents with and without an SLD in terms of interpersonal adaptation, general self-efficacy, and metacognitive skills in the school context. Further studies are needed on the psychological well-being of adolescents with SLD and especially on the protective role of personal, social, and environmental characteristics.
... Thus, in general, instructional materials should lead to accurately calibrated self-efficacy beliefs (Chen, 2003;Stankov and Lee, 2017), which can enable students to infer appropriate actions from their beliefs. However, students' self-efficacy is often biased/miscalibrated, and students' beliefs often exceed their capabilities (i.e., over-efficaciousness) or sometimes undercut their capabilities (i.e., under-efficaciousness; Chen and Zimmerman, 2007;Foster et al., 2017;Klassen, 2002;Osterhage et al., 2019;Talsma et al., 2019Talsma et al., , 2020Zimmerman et al., 2011). While over-efficaciousness may lead to superficial learning and, subsequently, poor performance, under-efficaciousness does not tend to be detrimental to performance outcomes (Chen, 2003;Talsma et al., 2019Talsma et al., , 2020, even though the latter findings contradict theoretical assumptions (e.g., Bandura, 1994) and may need to be investigated further. ...
... In contrast, the groups with instruction on conditional metaconceptual knowledge developed more realistic calibrated self-efficacy beliefs. Even though we used a social reference (i.e., the average pre-test student) and not an external reference to determine under-and overefficaciousness, we argue that the determined over-efficaciousness actually reflects over-efficaciousness because the average pre-test student most probably is already over-efficacious (Chen and Zimmerman, 2007;Klassen, 2002;Talsma et al., 2019;Zimmerman et al., 2011). While all groups developed similar self-efficacy levels through the intervention phase, they demonstrated different levels of conceptual knowledge after the intervention phase. ...
Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches have been found effective in enhancing conceptual knowledge: (a) self-assessing one’s conceptions and (b) acquiring conditional metaconceptual knowledge about why and in which contexts specific conceptions are appropriate or not. However, it is unclear how these approaches influence other cognitive and affective variables, such as self-efficacy and cognitive load. Nevertheless, it is essential to investigate whether making students aware of their intuitive conceptions affects their self-efficacy and to what extent reflecting on one’s conceptions requires additional (meta-)cognitive resources. Thus, we conducted an experimental intervention study using a 2×2 factorial design with N = 602 upper secondary biology students. Becoming metaconceptually aware of one’s (intuitive) conceptions did not lower students’ self-efficacy but enabled more accurate beliefs about their abilities. However, the self-assessment increased mental load, which partly suppressed the beneficial effect of the self-assessment on conceptual knowledge. In contrast, the instruction on conditional metaconceptual knowledge did not result in higher mental load and, thus, aligned more with students’ cognitive capacities. Furthermore, students with more pronounced general metaconceptual thinking reported lower mental load, implying that regular instruction focusing on metaconceptual thinking may reduce load. Thus, it is suggested to continuously promote students’ metaconceptual thinking and to embed metaconceptual activities (e.g., self-assessments) repeatedly across longer instructional units.
... Self-efficacy is defined as an individual's belief in their capability to perform a skill (Bandura, 1977). Regarding perceptions of self-efficacy, Klassen (2002) conducted a meta-analysis of comparative and intervention studies involving students with and without learning disabilities (LD). The results indicated that, with some exceptions (e.g., Tabassam & Grainger, 2002), students with LD did not have lower self-efficacy beliefs compared to their typical peers. ...
... This difference impacts the self-efficacy of the students, with all informants agreeing on the differing achievement levels that the students are likely to reach in the future. According to Klassen (2002), LD students often cope with their difficulties and disabilities by exhibiting high selfefficacy, which may explain the persistent effort of willing twin. ...
A significant number of students with learning disabilities encounter challenges in acquiring knowledge, particularly in mathematics. Nonetheless, having a disability or being disadvantaged is not a preference or decision made by these students - or more generally, by these individuals; rather, this label is assigned to them by the prevailing ideal society that creates normative classifications for identities. Students with disabilities can attend regular education institutions alongside their non-disabled peers through an inclusive education system. However, providing identical opportunities does not necessarily ensure that these students will achieve the same outcomes as their non-disabled counterparts in the educational process. Moreover, motivational orientation is a crucial factor in the success of students participating in inclusive education. Teachers’ instructional methods, students’ intrinsic motivation, and interactions with family or the environment can contribute to a lack of motivation among students in inclusive education settings. Therefore, the aim of this study is to examine the motivational orientations within mathematics courses of middle school students participating in inclusive education. The study follows a phenomenological research design, which is a qualitative approach. The research involves two twin seventh-grade students, their father, and their current mathematics teacher. Data is collected using a semi-structured interview protocol based on the Motivated Strategies for Learning Questionnaire (MSLQ). The findings indicate that the students, teacher, and father all agreed on the orientations of intrinsic goals, self-efficacy, and test anxiety. According to the results, students in inclusive education do not have intrinsic goals related to the mathematics course; instead, their extrinsic goals are focused on grades and self-realization. Additionally, students in inclusive education do not experience test anxiety, although they sometimes feel tired before exams. In conclusion, students in inclusive education do not exhibit lower levels of motivation, and each student in inclusive education is unique. Treating them as identical and attempting to find a generalized solution may not yield effective results.
... This method has highlighted the importance of these key SRL processes for successful performance of skills across different contexts, including music education (McPherson et al. 2019), athletic training (Cleary and Zimmerman 2001) and health professions education, with examples that include venipuncture Sandars 2011), goniometry (Medina-Ramirez et al. 2020;Cecilio-Fernandes et al. 2023) and clinical reasoning (Artino et al. 2014). Research has shown that high performance students consistently demonstrate appropriate planning and monitoring of the task by the use of key SRL processes (Cleary and Sandars 2011;Medina-Ramirez et al. 2020;Cecilio-Fernandes et al. 2023) and are also appropriately calibrated for making adaptative changes (Klassen 2002;Alexander 2013). ...
... Calibration was calculated by matching the level of selfefficacy beliefs to the level of performance (Klassen 2002). Participants were classified as: a. Underconfident: when their level of performance was higher than their level of self-efficacy beliefs. ...
Introduction
The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students’ use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students’ key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students’ key SRL processes can improve both their use of SRL and their clinical skill performance.
Methods
Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback.
Results
Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students’ clinical skill performance.
Discussion
This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students’ SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills.
... Also, evidence has shown that high optimism may pose significant drawbacks particularly when associated with academic expectations that are unrealistic (Jefferson, Bortolotti, & Kuzmanovic, 2017). High optimism compared to low optimism can lead to students overestimating their capability for academic activities (Klassen, 2002). However, the conditional indirect effect of optimism is scanty in literature. ...
... However, it was discovered that the indirect effect of academic self-efficacy on the relationship between life satisfaction and student engagement holds among low optimistic undergraduate students. This agreed to the past findings that high optimism may result to overestimation of academic capabilities (Jefferson et al., 2017) in which students overestimate what they know and consequently fail to prepare adequately for academic tasks (Klassen, 2002). Thus, low optimism is significantly important for undergraduate student engagement in academic activities. ...
This study examined the conditional indirect effect of optimism in the interplay between life satisfaction and student engagement through academic self-efficacy. Participants were 166 (mean age = 21.72, σ = 2.71, ♀ = 57.8%) university undergraduates, who responded to an online survey containing Student Engagement Scale, Satisfaction with Life Scale, General Academic Self-Efficacy Scale and Life Orientation Test-Revised. Data were screened for normality and intercorrelation using the Pearson Product Moment Correlation statistical tool. Both the direct and indirect effects were estimated using the AMOS Structural Equation Modelling (SEM) procedure while the conditional indirect effect was ascertained using the Hayes (2018) Process Macro. Results showed that life satisfaction, academic self-efficacy and optimism were independent predictors of student engagement. The indirect effect of academic self-efficacy in the life orientation-student engagement link was also significant. The study concluded that the conditional indirect effect of optimism in the association between life satisfaction and student engagement via academic self-efficacy was stronger for low optimistic undergraduate students.
... Dalam tahun 2002, Klassen melakukan penelitian tentang Anak Berkebutuhan Khusus (ABK) yang mengalami kesulitan belajar Learning Disability (LD) untuk menilai kemampuan diri mereka dalam menyelesaikan tugas. Hasilnya menunjukkan bahwa siswa LD dapat melakukan tugas menulis dengan baik, namun dengan efikasi diri rendah terkait tugas-tugas tersebut karena kurangnya informasi dan persiapan belajar (Klassen, 2002). Hal ini dikuatkan oleh hasil penelitian Lackaye dkk yang menyimpulkan bahwa anak-anak yang menderita LD memiliki tingkat efikasi diri yang lebih rendah dibandingkan dengan anak-anak yang tidak menderita LD. (Lackaye et al., 2006). ...
mempersiapkan sumber daya manusia yang dituntut harus memiliki daya pikir tinggi, fleksibel, dan metodis. Tentunya dalam mempersiapkan SDM yang mampu menyesuaikan tantangan di masa mendatang perlu adanya sebuah perencanaan. Hal demikian dimulai dengan mengimplementasikan berbagai model, metode, dan strategi dalam setiap pembelajaran.
Realita menunjukkan bahwa banyak pendidik yang belum mampu beradaptasi dengan era saat ini sehingga kegiatan pembelajaran berlangsung secara klasikal tanpa adanya inovasi belajar. Proses pembelajaran selayaknya harus dipersiapkan dengan matang mulai dari model pembelajaran, metode yang digunakan, hingga pemilhan strategi yang tepat sehingga materi yang disampaikan mudah diterima sekaligus memberikan kesan bermakna kepada siswa. Terbitnya buku dengan pembahasan yang ringan ini sangat tepat sebagai sumber rujukan bagi para pelaku pendidikan.
Editor:
Dr. Adi Wijayanto, S.Or., S.Kom., M.Pd., AIFO.
Sri Supiah Cahyati, SH., M.Pd.
Dr. Karwanto, M.Pd
Dr. Jamilah, M.Ag
Dian Armada Pradana, M.Pd.
Penulis:
| Yelia | Agus Sarifudin | Nur Ida | Isneini |Nana Suryana |
| Treesly Yumiardi Normin Adoe | Andree Tiono Kurniawan |
| Zaenab Jamaludin | Tuti Nuriyati | Emawati |
| Mohamad Muspawi | Adison Adrianus Sihombing |
| Sakdiah Wati | Nisa ‘Azizah | Dwi Martiningsih |
| Nur Chabibah | Samingan | Marianus Supar Jelahut |
| Erwin Komara Mindarta | Indra Ramadhan | Thofan Rame |
| Ridha Sarwono | Josephina Nirma Rupa | Fitri Anjani |
| Muflih Wahid Hamid | Lusiana Mariyeta Balik | Insiyah |
| Ridho Ramadhan Arfi | Alwia Samaduri | Wahyu Ersila |
| Muhammad Musfiatul Wardi | Samin | Dewi Masitha |
| Amri Gunasti | Arnoldus Helmon | Agustina Purnami Setiawi |
... In this study, low-achieving students were found to overestimate their ability while high-achieving students underestimated their ability. The inability to accurately estimate self-efficacy, i.e., to calibrate their ability and performance, has been identified also, for instance, among students with learning disabilities, which could be connected to poor task analysis ability and metacognitive skill (Klassen, 2002). Such mismatch between self-efficacy judgment and action has also been referred to as incongruence (Bandura, 1997). ...
... /fdpys. . well as learning disabilities (Klassen, 2002). In infants and toddlers, metacognition impacts from whom children decide to learn, where better metacognition leads to choosing knowledgeable sources over ignorant ones (Kuzyk et al., 2020;Resendes et al., 2021). ...
Previous research suggests that metacognition (the knowledge and skills related to knowledge acquisition) and executive functions (skills needed to plan and execute goals) are possible predictors of academic performance, including math and reading abilities. This study sought to clarify the relationship between school readiness and these abilities. A visual identification task was used to measure preschool children's metacognitive skills, specifically their ability to monitor their confidence on their answers (explicit) and ability to ask for a clue only when necessary (implicit). Response time to answering was also measured to obtain a non-verbal implicit measure of metacognition. Executive functions were measured using the Flanker and Dimensional Change Card Sorting (DCCS) tasks from the NIH toolbox. It was hypothesized that both metacognition and executive functions would predict school readiness and that implicit metacognitive skills would be more highly related to school readiness than explicit skills. A hierarchical linear regression was run with age and sex as control variables, and with executive function and metacognition (implicit and explicit) as predictors. Results indicated that both implicit and explicit metacognition remained significant predictors of school readiness scores beyond age and sex. In addition, we found correlations between explicit metacognition and executive functions and a relationship between response time and explicit metacognitive skill. Results highlight the importance of early metacognitive abilities beyond other cognitive skills and the importance of being able to effectively use metacognitive strategies from a young age. The implications relating to academic abilities are discussed.
... Nelson and Manset-Williamson (2006) showed that special education status students tend to miscalibrate their self-beliefs and performance, and this discrepancy influences the amount of effort they invest in completing tasks across content areas. Klassen (2002) suggested that special education students may show overconfidence in their abilities to mask their skill deficit and increase their sense of social belonging in school. It is possible that the overconfidence of special education students in academic and non-academic tasks might be also the result of executive functioning deficits (Crane et al., 2017). ...
Creativity can be assessed using various methods, including divergent thinking performance, self-ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self-efficacy, teacher- rated originality, academic achievement in reading and mathematics, and demographic background characteristics. Data were collected from 243 elementary school students. We applied the normal mixture technique to classify participants into latent subgroups. Five latent subgroups of students were identified: Overconfident Low Performers, Creative High Achievers, Under-Confident Below Average Achievers, Mathematically Oriented Students, and Calibrated Above-Average Achievers. Female students tended to fall disproportionately into the subgroup of Creative High Achievers. Students receiving free/reduced lunch had a lower probability of being Creative High Achievers. Special education students had a higher probability of falling into the subgroup Overconfident Low Performers. Teacher-ratings of students’ originality were more in line with student academic performance rather than with their performance-based originality scores. Students’ self-ratings of creativity bifurcated across subgroups, with Creative High Achievers and Overconfident Low Performers reporting the highest self-ratings of originality, despite displaying very different levels of performance on the divergent thinking assessment.
... International journal of special education 25.1 (2010). 10 Klassen, R. (2002a). A question of calibration: A review of the self-efficacy beliefs of students with learning difficulties. ...
Костадинова, Елена (2023). Проблеми на транспортната логистика в училищното образование в Дунавските общини, Научна конференция „Логистиката и обществените системи”, 16-17 март 2023 година, НВУ "Васил Левски", В. Търново, с.336-342, ISSN 2738-8042
... International journal of special education 25.1 (2010). 10 Klassen, R. (2002a). A question of calibration: A review of the self-efficacy beliefs of students with learning difficulties. ...
Захариев, Андрей; Таракчиян, Онник (2023). Дефицити в мрежата за доставка на фармацевтични продукти в България: логистични решения и управленски предизвикателства, Научна конференция „Логистиката и обществените системи”, 16-17 март 2023 година, НВУ "Васил Левски", В. Търново, с. 320-326, ISSN 2738-8042
... International journal of special education 25.1 (2010). 10 Klassen, R. (2002a). A question of calibration: A review of the self-efficacy beliefs of students with learning difficulties. ...
Цондев, Цондю (2023). Свидетелства за регионална ценова дивергенция в недвижимите имоти в България през призмата на мрежата за транспортна логистика, Научна конференция „Логистиката и обществените системи”, 16-17 март 2023 година, НВУ "Васил Левски", В. Търново, с. 327-335, ISSN 2738-8042
... Further research is warranted to validate this scale across cultures, disabilities and other student subgroups. Taking disability status as an example, although students with disabilities are often at risk of having lower reading performance, studies that have investigated reading self-efficacy in students with disabilities are limited in number and have focused narrowly on learning disorders with mixed findings (Klassen, 2002;Klassen & Lynch, 2007). The number of studies that assess reading self-efficacy in students with acquired disabilities is even sparser. ...
Background
To examine levels of reading self-efficacy in college students and further understand sources that foster reading self-efficacy at the postsecondary level, there is a need for a valid scale that can be used for college student populations.
Methods
In Phase 1, 160 items were generated and reviewed by a panel of experts and a group of undergraduate students. Of these, 48 items reached consensus for acceptance and were retained for Phase 2 pilot testing. Pilot results were analysed with principal component analysis to identify the scale structure and remove items not strongly associated with components. Phase 3 finalised the scale and confirmed construct validity using confirmatory factor analysis as well as internal reliability with Cronbach's α. Phase 4 further assessed construct validity through sensitivity analyses that control for age, gender, education level, ethnicity and grade point average (GPA) to evaluate the potential impact of these covariates on model fit. In addition, Phase 4 assessed the relationships between reading self-efficacy and similar constructs (i.e., academic self-efficacy and reading performance) to evaluate convergent validity of the final scale.
Results
Based on Phase 2 principal component analysis, three components were retained: ‘effort’, ‘enjoyment’, and ‘processing’. After removing items with high covariance indicated by the Phase 3 testing, the final scale included 15 items. The Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C) was significantly correlated with reading performance, GPA and general academic self-efficacy.
Conclusions
SOURSES-C is a valid and reliable tool to describe sources of reading self-efficacy in college students. Understanding of reading self-efficacy profiles may inform further investigations to improve motivation and persistence, self-regulation and strategy use during reading.
... Many poor writers, including those with learning disabilities (LD), exhibit pervasive motivational problems (Zimmerman, 1989), a lack of will and effort to tackle the demands of written composition. First, though students with LD perform poorly on writing tasks in comparison with their peers, they hold rather positive self-efficacy beliefs related to writing (Graham, Schwartz, & MacArthur, 1993;Klassen, 2002aKlassen, , 2000b. Their tendency to overestimate their competence (i.e., display miscalibrated self-efficacy beliefs) may be due to poor task analysis and limited self-awareness (Bandura, 1997;Butler, 1999;Pajares, 1996). ...
... An understanding of teachers' conceptualizations of what it means to be difficult, therefore, may be useful to understand the strategies they enact for engaging those seen as "difficult," and to assess their success, both perceived and actual, in supporting students' engagement. In mathematics, difficulties in learning and attention, and associated behaviors have been found to be compounded by both learning disabilities and by motivational and behavioral associations students make with their prior mathematical experiences, or some combination thereof (Jitendra, 2013; see also Klassen, 2002). ...
... For example, there were still some students with extremely high levels of science self-efficacy who exceeded the difficulty levels of Q23 and Q24, which was beyond our expectations. However, studies have shown that both high achievers and students with learning disabilities often overestimate their abilities (e.g., Klassen, 2002;Pajares & Miller, 1994). This tendency may be difficult to correct by increasing the difficulty level of the science task. ...
Background
In many countries and regions, such as the United States, Europe and China, a trend has emerged in which students’ enthusiasm for STEM is declining. This decline may be related to students’ lack of science self-efficacy. An accurate examination of students’ science self-efficacy can provide a research foundation for how to cultivate it. This paper used mixed methods to develop a valid science self-efficacy scale for high school students, focusing on the perceived competence dimension. A cross-sectional analysis exploring and interpreting differences across grades and genders in science self-efficacy among high school students was conducted. Subsequently, a 1-year longitudinal study was conducted on the development of science self-efficacy in China.
Results
This study developed a 24-item science self-efficacy instrument based on the Rasch model, and the validity of the instrument was assessed through multiple aspects, including face, content, construct, and predictive validity. This instrument was used to divide students' science self-efficacy into four different levels. A cross-sectional study examining 1564 high school students in 10th–12th grades revealed that students’ science self-efficacy exhibited a complex process of decreasing and then increasing by grade. Most girls’ science self-efficacy was higher than that of boys for Levels 1 and 4, while for the intermediate levels, i.e., Levels 2 and 3, most boys had higher science self-efficacy than girls. The quantitative and qualitative results of the longitudinal study through a 1-year follow-up of 233 high school students indicated that students’ science self-efficacy significantly improved. We revealed inconsistencies between cross-sectional and longitudinal studies of the change in science self-efficacy from 10 to 11th grade.
Conclusions
This study makes many contributions. First, we developed a science self-efficacy measurement instrument for high school students with high reliability and validity based on the Rasch model and characterized four different levels of student science self-efficacy. Second, the gender differences in science self-efficacy and the complex changes among grades were explained from the perspective of science self-efficacy level. Finally, students’ science self-efficacy significantly improved in the longitudinal study, which was explained by self-efficacy theory and the Chinese core competency-oriented science curriculum.
... Research by Felipe and Barrios (2015) in Spain observed that while preservice teachers qualified their own reading competence as high, the results of the assessment showed they had average reading competence. Poorer readers had a tendency to state that their reading ability levels were at least adequate (Tse et al., 2005) and students experiencing learning problems stated that they experienced difficulty in assessing their own competence (Klassen, 2002). The second point is that self-concept displays differences according to culture. ...
The purpose of this study is to explain the gender differences in reading achievement with the mediating role of metacognitive strategies and reading-related attitudes. Hypotheses were tested with 6890 students [3396 (49.3%) females, 3494 (50.7%) males] who participated in PISA 2018 in Turkey. The path analysis results indicated that gender had significant associations with metacognitive strategies and reading-related attitudes. One remarkable result is that gender affected metacognitive strategies about lower cognitive levels more than strategies about higher cognitive levels, and that the female advantage was reduced for upper metacognitive strategies. Additionally, reading-related attitudes, except for perception of reading competence, and metacognitive strategies were significantly associated with reading achievement. In addition, the results revealed that metacognitive strategies and reading-related attitudes, except for perception of reading competence, fully mediated gender and reading achievement. Overall, the results show that the gender difference in reading achievement is not only due to gender itself, but may also be due to differentiation of the metacognitive strategies and reading-related attitudes of girls and boys. As a result, the teaching of metacognitive strategies and development of reading-related attitudes to students are recommended, in order to reduce the gender gap in reading achievement. Limitations, practical implications, and recommendations for future research are discussed.
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
In dieser Arbeit wurden professionelle Kompetenzen von angehenden Mathematiklehrkräften zur Förderung von Mathematiklernen unter der Berücksichtigung individueller Motivation untersucht. Dazu wurde zunächst der aktuelle Forschungsstand zur Förderung von mathematischen Kompetenzen und motivationalen Variablen sowie zur Unterrichtsqualität bei Schüler*innen mit Schwierigkeiten mit dem Mathematiklernen dargelegt und Grundsätze der Förderung dieser Schüler*innengruppe formuliert (s. Abbildung 2.3).
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Zur Auswertung des Wissenstests zum pädagogisch-psychologischen Wissen wurden die Punktescores der zwanzig Einzelitems zu einem Gesamtscore addiert. Dieser konnte maximal 80 Punkte und minimal – 60 Punkte erreichen. In der Tabelle 10.1 sind die Verläufe der beiden Untersuchungsgruppen zwischen den Messzeitpunkten (T1 und T2) dargestellt.
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Die Förderung von Motivation ist vor dem Hintergrund der besonderen motivationalen Bedingungen von Schüler*innen mit Schwierigkeiten beim Mathematiklernen ein wichtiges Element der alltäglichen Tätigkeit von Mathematiklehrkräften. Diese Arbeit leistet einen Beitrag dazu, die hinter motivationsförderlichem Lehrer*innenhandeln stehenden kognitiven und affektiv-motivationalen Dispositionen zu identifizieren und einen Ansatz für deren Förderung zu entwickeln. Auf Basis einer Anforderungsanalyse für die Motivationsförderung von Schüler*innen mit Schwierigkeiten beim Mathematiklernen in Fördersettings wurde theoriebasiert ein Modell der professionellen Kompetenz, motiviertes Lernen zu fördern entwickelt und begründet.
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Die Instrumente zur Untersuchung der Wissens- und Überzeugungsfacetten dienen der Untersuchung der Entwicklungen der KMLF. Sie umfassen Instrumente bzw. Fragen zu drei Aspekten: (1) ein Wissenstest zu motivationsbezogenem pädagogisch-psychologischem Wissen und der entsprechenden Sicherheit dieses Wissens, (2) Skalen zur Erfassung der motivationalen Orientierung und (3) Skalen zur Erfassung der Überzeugungen hinsichtlich des Lehrens und Lernens von Mathematik (vgl. Abschnitt 3.3; vgl. Baumert und Kunter 2006).
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
wurden Unterrichtsstunden von Studierenden der Experimentalgruppe für eine Annäherung an die Unterrichtsrealität videografiert und ausgewertet. Der zentrale Fokus liegt dabei auf Unterstützungssituationen im Rahmen des Förderunterrichts. Es werden Unterstützungsmuster identifiziert und beschrieben, mit denen solche Unterstützungssituationen klassifiziert werden können.
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Ein wichtiger Einflussfaktor im Angebots-Nutzungs-Modell (s. S. 11) von Helmke (2017) sind die Merkmale der Lehrperson mit ihrem Wissen, ihren Überzeugungen und ihrem Engagement. Dieser Faktor wirkt sich, vermittelt über das Unterrichtsangebot, auf die Lernaktivitäten der Schüler*innen und somit auf ihre fachlichen und überfachlichen Leistungen sowie erzieherische Aspekte aus. Diese Merkmale der Lehrperson werden als entscheidende Stelle zur Optimierung von Bildungs- und Lernprozessen im schulischen Kontext gesehen.
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Schulische Lernprozesse sind abhängig von zahlreichen Faktoren. Helmke (2017) stellt mit dem Angebots-Nutzungs-Modell einen strukturellen Rahmen vor, der diese Zusammenhänge auf empirischer Basis in ein Bedingungsgefüge setzt (vgl. S. 71).
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Zur Beantwortung der dargestellten Forschungsfragen wurde ein komplexes Untersuchungsdesign entwickelt. Da der organisatorische Rahmen für beide Studien identisch ist, wird er nur in diesem Kapitel referiert. Die wichtigen Aspekte für die zweite Studie werden dann an entsprechender Stelle (Abschnitt 12.1) hervorgehoben.
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Das zentrale Anliegen dieser Arbeit ist die Erforschung professioneller Kompetenzen zur Förderung individueller Motivation in Förderkontexten. Die in Abschnitt 3.1 beschriebene Konzeptualisierung von Kompetenz geht davon aus, dass diese neben den im Rahmen der quantitativen Studie beforschten dispositionalen Faktoren das reale Verhalten in Anforderungssituationen umfasst. Um professionelle Kompetenzen auf der Ebene des konkreten Handelns mit dem Ziel zu erfassen, Ansatzpunkte für Lernangebote zu identifizieren, mit denen Lehrkräfte ihre professionellen Kompetenzen zur Motivationsförderung (weiter-)entwickeln können, muss das professionelle Handeln zunächst beschrieben und hinsichtlich Qualitätskriterien bewertet werden.
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenassung
Im Folgenden werden die Ergebnisse der qualitativen Auswertung der Unterrichtsvideos berichtet. Dazu wird zunächst der strukturelle Rahmen der betrachteten Unterstützungssituationen hinsichtlich der Merkmale Anlass , Art des Problems und personeller Rahmen beschrieben (Abschnitt 13.1). Anschließend werden die aus den Unterrichtsvideos identifizierten isolierten Unterstützungsmuster charakterisiert, voneinander abgegrenzt, illustriert und deren Vorkommen quantifiziert (Abschnitt 13.2; 13.3).
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Im theoretischen Teil dieser Arbeit wurde ein Rahmenkonzept zu Handlungskompetenzen von Lehrkräften entwickelt, die sich auf die Motivierung von Schüler*innen beziehen. Als zentrales Desiderat wurde eine vertiefende Untersuchung der Aspekte der professionellen Kompetenz, motiviertes Lernen zu fördern (KMLF) herausgestellt. Dabei interessiert im Rahmen dieses Projekts, wie sich Facetten dieser Kompetenz im Rahmen eines Veranstaltungskonzepts zur Förderung der KMLF entwickeln (Studie 1; ausführlicher in Abschnitt 5.1)
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Im Rahmen des Projekts Biprofessional, welches Teil der Bielefelder Qualitätsoffensive Lehrerbildung vom Bundesministerium für Bildung und Forschung ist, wurde ein Veranstaltungsformat entwickelt, das auf den Kompetenzerwerb von Studierenden im Bereich der Förderung von Motivation im Fach Mathematik zielt. In einer Kooperation von Mathematikdidaktiker*innen und Psycholog*innen wurde dazu ein in der Bielefelder Mathematikdidaktik etabliertes Veranstaltungsformat mit integrierter Praxisphase zur individuellen Förderung von Schüler*innen mit Schwierigkeiten beim Mathematiklernen adaptiert und um motivationspsychologische Aspekte ergänzt.
... Hampton und Mason (2003) konnten nachweisen, dass dieser Effekt über den mangelnden Zugang zu Quellen der Selbstwirksamkeit moderiert wird. In einem Review zu dem Zusammenhang von Lernschwierigkeiten und Selbstwirksamkeitsüberzeugungen fand Klassen (2002) allerdings auch einige Studien, die davon berichten, dass Schüler*innen mit Lernschwierigkeiten dazu tendieren, ihre Fähigkeiten zu überschätzen und eine höhere Selbstwirksamkeit zu zeigen als aufgrund der vorhandenen Fähigkeiten zu erwarten gewesen wäre. Siefer et al. (2020) stellen in ihrer Studie fünf unterschiedliche Kompetenzprofile bei Schüler*innen heraus: Leistungsstarke Schüler*innen, die ihre Leistung richtig einschätzen, Leistungsstarke Schüler*innen, die sich unterschätzen, durchschnittliche Schüler*innen, die sich unterschätzen, leistungsschwache Schüler*innen, die sich leicht überschätzen und leistungsschwache Schüler*innen, die sich stark überschätzen. ...
Zusammenfassung
Die Beschreibung der Auswertungsmethodik für die erhobenen Daten folgt der Gliederung durch die fünf Forschungsfragen.
The aim of this study was to examine the self-esteem and motor competence of middle school students with specific learning disabilities (SLD) in comparison with their typically developing peers (TD). A total of 181 participants aged between 10-14 years with SLD (n=90) and typically developing (n=91) were included in the study. The Piers Harris self-esteem scale was used to assess self-esteem and BOT-2 motor competence test was used to measure motor skills. Data analysis was performed using IBM SPSS Statistics 22 (SPSS Inc., Chi-cago, IL). Independent Samples t-test and One-Way ANOVA was used to compare the between-group means of more than two groups. Pearson Correlation analysis was used to examine the relationship between variables. Dunn's multiple comparison test with Bon-ferroni correction was used to explain the differences between the groups. Significance value was evaluated as p < 0.05. Results indicated gross motor skills and self-esteem scores of children with SLD were lower than those of TD children (p < 0.05). In addition, a statistically moderate relationship was found between par-ticipants' motor competencies and self-esteem levels. The results of this study provide initial evidence of the association between children's self-esteem and motor competence.
Based on Social Cognitive Theory (SCT) and Self-Determination Theory (SDT), this study investigates how teacher-student closeness and conflict contribute to mathematics achievement across ability and grade levels, with a focus on mathematical self-efficacy as a mediator. Participants included 1573 high and 1467 low achievers in Grade 4, and 3514 high and 3296 low achievers in Grade 8. The multi-group structural equation modeling (SEM) revealed: (a) High achievers in both grades reported better relationships with teachers (more closeness, less conflict) than low achievers. (b) For high achievers, teacher-student closeness and conflict did not associate with mathematics achievement, whereas low achievers exhibited positive (closeness) and negative (conflict) associations, with stronger effects than high achievers. (c) No mediation by self-efficacy was found in Grade 4. For Grade 8 high achievers, it positively mediated closeness-achievement but negatively mediated conflict-achievement links, while negatively mediating closeness-achievement for low achievers, with small effect sizes.
This chapter reports findings on effects of the self-regulation strategy-based revision instruction, adapted from the Self-Regulation Strategy-Development (SRSD) model with instruction in writing evaluation criteria as a subcomponent, on students’ metacognitive knowledge about text revision and self-efficacy for text revision in an EFL writing classroom. Also, the instructional effects of genre-specific evaluation criteria and general evaluation criteria on participants’ revisions made on their texts and written text quality were compared. Hence, this study involved a quasi-experimental design with three conditions: SRSD with genre-specific criteria instruction (GSCI), self-regulation strategy-based instruction with general criteria instruction (GCI), and a comparison condition where regular writing instruction was taught without self-regulation strategy-based instruction. Three intact classes of undergraduate students from a university in China participated in the interventional study (N = 102) and they were randomly assigned into one of the three conditions. Students in the two treatment groups received the eight-week, SRSD revision instruction, with 90 min per week. Instructional effects on participants’ written text quality and text revisions were measured via pre- and post-writing and revising tests and the written texts and physical changes identified on them were analysed. Questionnaire surveys with follow-up interviews were employed to explore participants’ metacognitive knowledge about text revision as well as their self-efficacy for text revision. Quantitative and qualitative results together revealed positive effects of the SRSD revision instruction on students’ metacognitive knowledge and influencing their self-efficacy for text revision in an EFL writing context. Moreover, both SRSD-treated groups made more text-improving, meaning-changing revisions and a larger number of revisions involving larger segments of texts than the comparison group. Both treatment groups produced more reader-oriented writing and made greater gains in the scores for content than the comparison group.
Bu çalışma, Türkçe ve Türk Dili ve Edebiyatı öğretmenlerinin yapay zekânın dilin dört temel yeterliğine etkisini belirlemeyi amaçlamıştır. Veriler yapay zekâyı deneyimlemiş öğretmenlerden beşli Likert tipinde bir anket formu aracılığıyla toplanmıştır. Anketin geliştirme sürecinde alan yazınından elde edilen verilerden yararlanılmıştır. Ayrıca anketin iç ve dış güvenirliğini sağlamak için kamuda görevli psikolog ve akademisyenlerin görüşleri dikkate alınmıştır. Öğretmenlerin dil öğretiminde yapay zekâyı deneyimlemiş olmaları bir ölçüt olarak kabul edildiğinden araştırmada amaçlı örnekleme yönteme başvurulmuştur. Araştırmada betimsel analiz yöntemi kullanılmış olup veri analizi için SPSS 27.0 veri analiz programı tercih edilmiştir. Anketin geçerlik ve güvenirliğini sağlamak için Cronbach’s alpha değeri göz önünde bulundurulmuştur. Betimsel analiz yöntemiyle her anket maddesinin frekansı, aritmetik ortalaması ve standart sapması hesaplanarak yorumlanmıştır. Elde edilen veriler öğretmenlerin yapay zekânın dilin okuma, konuşma, yazma ve dinleme ile bunları oluşturan alt kategorileri üzerinde olumlu görüşlere sahip olduğu sonucunu ortaya koymuştur. Bu bulgulardan hareketle yapay zekânın her bir dil becerisini olumlu yönde etkileyebileceği ve dil yeterliğinin geliştirdiği ifade edilebilir.
Developing students' metacognitive awareness and self‐efficacy is crucial for fostering independent learning and higher‐order thinking skills, especially in research‐related tasks. Despite the widespread recognition of the importance of cultivating higher‐order thinking skills in higher education, there remains a significant gap in our understanding of effective instructional methods for fostering these skills among students. To address this gap, this study examines the impact of instructional practices on undergraduate students' metacognitive awareness and self‐efficacy in research question formulation—a fundamental skill in academic inquiry. Using a pretest/posttest design, 291 students from two colleges participated in courses where active and passive instructional methods served as the intervention. Our analysis reveals that active instructional methods were associated with marked improvements in self‐efficacy. The study provides empirical evidence of the effectiveness of active, student‐centred pedagogies in enhancing cognitive and self‐regulatory capacities. These findings offer educators practical guidance for designing instructional interventions that cultivate critical thinking and research skills, ultimately advancing student learning and success.
The current meta-analysis aims at identifying the most effective interventions for students with Learning Disabilities (LD) in improving writing expression over the last 40 years. Specifically, the main purpose of this review was to evaluate the efficacy of interventions focused on writing and integrated reading and writing for students in Grades PreK-12. The review examined a total of 39 experimental and quasi-experimental studies to determine which interventions demonstrated greater effectiveness in enhancing student outcomes. An average effect size (ES) was calculated for all 44 interventions. Additionally, average effect sizes were calculated for 12 intervention categories: sentence combining instruction, pre-writing activities and strategy instruction, process writing without modeling, adding self-regulation to strategy instruction, feedback, no feedback, goal setting, no goal setting, peer tutoring, no peer tutoring, self-efficacy and no self-efficacy. The findings demonstrated that the interventions consistently improved students' writing quality, with the addition of self-regulation to strategy instruction proving highly effective. Moreover, it was found that multicomponent programs incorporating different practices demonstrated their effectiveness in enhancing written expression. Positive outcomes were obtained by implementing interventions into practice in small groups through systematically organized sessions and encouraging cooperation between researchers and educators.
Children with learning disabilities are not only falling behind academically, they are also falling behind emotionally and socially, which is extremely important. This places a strong emphasis on a need for early intervention programs for children with learning disabilities to address these emotional and social deficits. The purpose of this study was to assess the effectiveness of the Better Emotional and Social Times (B.E.S.T.) program offered by the Learning Disabilities association of Niagara Region (LDANR), which targeted areas of self-advocacy, self-esteem, self-understanding (mindfulness), emotional regulation and social skills. Seven children between the ages of 6 and 11 enrolled in the program were closely observed for eight weeks and pre- and post- child interviews and observational checklists were completed throughout the duration of the program by the facilitators as well as the parent/caregivers. Results indicated that all of the children had improved and gained new skill sets in all of these areas. Overall, these results have positive implications, as this type of intervention can be implemented within education policy to ensure children with learning disabilities are receiving the proper aid in regards to these emotional and social deficits, which will also have a positive impact on their literacy deficits as well.
Purpose
Audio-visual presentations – delivered either in real-life or virtually – feature heavily in educational assessments and employer recruitment. This study explored neurodivergent undergraduate students' experiences of presentations. The aim was to understand how neurodivergent students describe experiences of presentations in educational and workplace contexts and how neurodivergent students experienced training, support activities and learning technologies associated with presentations.
Design/methodology/approach
An exploratory qualitative phenomenological approach was taken, from students' perspectives. Overall, 12 neurodivergent undergraduate students (M age = 21.89 years, SD age = 2.57; nine women, two men, one non-binary) discussed their experiences of presentations within educational and/or professional contexts via semi-structured remote interviews. The sample included individuals with diagnoses of anxiety, depression, dyslexia, borderline personality disorder, dyscalculia, dyspraxia, and panic disorder.
Findings
Thematic Analysis of interview transcript data revealed four main themes (with sub-themes in parentheses): Control (preparedness; delivery); Audience Perceptions and Behaviours (expectations of “normality”; shared knowledge; audience “expertise”); Intervention Efficacy (early access; individuality; learning technologies) and Value of Presentation Skills (reciprocity between education – workplace; self-efficacy; self-esteem; learner development).
Research limitations/implications
The dataset was extracted from a relatively small sample from a single university and indeed a single academic discipline. Furthermore, the dataset was collected during the ongoing COVID-19 pandemic – although this gives us a valuable snapshot of students' experiences and perceptions during this time, whether the author can extrapolate these findings in future is unclear.
Practical implications
The findings help understand how we better support students. Better ways to support learners can be developed in developing presentation and audience skills. This research shows that alternative assessment provisions must be based on individuals and their own specific needs and skills, rather than their divergence label. This research can inform the development of digital learning technologies.
Social implications
This research can inform how educators, coaches, trainers, and facilitators “train” audiences to be more inclusive and less prejudicial/biased. We can understand how to better construct social spaces for presentations, in the classroom and the world of work.
Originality/value
This report presents a valid and valuable methodological approach, conducted and reported transparently. This research was conducted during a crucial, unprecedented and precarious time period for learners and education professionals. Implications are considered with respect to the design of teaching, learning and assessment activities; facilitator, learner, and peer behaviours; the role of digital learning technologies; and employment/employability.
L'articolo riferisce dei risultati di una sperimentazione relativa alla validità di un intervento volto a promuovere le abilità di lettura in soggetti adulti. Il corso Super Reading, che combina il potenziamento di diverse componenti della lettura (abilità metacognitive, mnemoniche, visuo-percettive e componenti emotive e motivazionali) ha mostrato di permettere ai partecipanti (giovani adulti, sia normolettori sia soggetti con DSA) miglioramenti significativi nella velocità di lettura e nella comprensione. Per escludere che tali miglioramenti siano dovuti a fattori diversi dalla partecipazione al corso, e in particolare per escludere la presenza di un effetto di apprendimento della tipologia di test utilizzato per misurare le prestazioni, si è proceduto alla raccolta e all'analisi di dati di controllo.Un gruppo di controllo di 34 soggetti normolettori ha svolto gli stessi test proposti durante il corso. Sono state misurate le differenze in 8 diversi parametri tra la prima e l'ultima prova. Tali parametri rispecchiano la struttura della prova, per la quale viene proposto un brano da leggere due volte, rispondendo dopo ciascuna lettura alle stesse dieci domande di comprensione; pertanto si considerano: tempo in prima lettura, in seconda e totale, comprensione in prima e seconda lettura; efficacia di lettura (in prima, in seconda lettura e totale), un indice che combina tempo e percentuale di comprensione. Questi dati sono stati messi a confronto con quelli ottenuti da un campione di 154 normolettori che hanno partecipato al corso. Le differenze tra prima e ultima prova (che corrispondono ad un pre- post-corso nel gruppo sperimentale) registrate per i due gruppi sono state confrontate e hanno mostrato di essere statisticamente significative nei parametri relativi al tempo e all'efficacia di lettura. Pari significatività non si riscontra per la comprensione, il cui dato è però soggetto alla presenza di un marcato effetto tetto. Nel loro insieme, i risultati mostrano l'efficacia del corso nel promuovere la lettura, con miglioramenti nella velocità e nella comprensione del testo.
The goal of this study was to compare and predict academic performance in achieving and under-achieving students on the basis of motivational, affective, and metacognitive processes. Ninety-eight underachievers and 102 achievers were tested on multiple measures of ability, attributions, self-esteem, reading awareness, and reading performance. Achievers were discriminated from underachievers on the basis of mean differences in beliefs about the utility of effort, in self-esteem, in enhanced reading awareness, and in strategic performance. Achievement status moderated the relationship between attributions and ability: In contrast to underachievers, achievers associated their extant knowledge and skills with positive attributional beliefs about the importance of effort in determining performance. The failure of underachievers to develop an enriched, functional metacognitive system was ascribed, at least partially, to their negative attributional beliefs.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
Path analysis was used to test the predictive and mediational role of self-efficacy beliefs in mathematical problem solving. Results revealed that math self-efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experience with mathematics, or gender (
N = 350). Self-efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem solving. Gender and prior experience influenced self-concept, perceived usefulness, and problem solving largely through the mediational role of self-efficacy. Men had higher performance, self-efficacy, and self-concept and lower anxiety, but these differences were due largely to the influence of self-efficacy, for gender had a direct effect only on self-efficacy and a prior experience variable. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Extends previous research on components of effective strategy instruction operationalized in an approach referred to as self-regulated strategy development (SRSD). Comparisons were made among learning-disabled students in 4 conditions (SRSD, SRSD without goal setting and self-monitoring, direct teaching, and practice control) at posttest, generalization, and 2 maintenance probes. Normally achieving (NA) peers constituted a social validation condition. Full SRSD resulted in significantly greater schematic structure scores at generalization as compared with the other instructional conditions. At posttest, both SRSD conditions resulted in significantly greater schematic structure scores as compared with the practice control condition. Comparisons with NA peers indicated that all instructional conditions had a meaningful effect. No differences among conditions were found for self-efficacy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated the effects of verbalization of subtraction with regrouping operations and effort-attributional feedback on the self-efficacy and skillful performance of 90 Ss (aged 11 yrs 2 mo to 16 yrs 2 mo) in Grades 6–8 who were classified as learning disabled in mathematics. Ss received training and solved problems over sessions. Ss in the 1st condition verbalized aloud while solving problems (continuous verbalization), those in the 2nd condition verbalized only during the 1st half of training (discontinued verbalization), and those in the 3rd condition did not verbalize (no verbalization). All Ss were periodically monitored and received effort feedback during the 1st half of training, effort feedback during the 2nd half of training, or no effort feedback. Findings show that continuous verbalization led to higher self-efficacy and skillful performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback during the 1st half of training enhanced effort attributions. The process by which verbalization promotes achievement outcomes is discussed. (42 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the hypothesis that self-motivation through proximal goal setting serves as an effective mechanism for cultivating competencies, self-percepts of efficacy, and intrinsic interest. 40 children (7.3–10.1 yrs of age) who exhibited gross deficits and disinterest in mathematical tasks pursued a program of self-directed learning under conditions involving either proximal subgoals, distal goals, or no goals. Results of the multifaceted assessment provide support for the superiority of proximal self-influence. Under proximal subgoals, Ss progressed rapidly in self-directed learning, achieved substantial mastery of mathematical operations, and developed a sense of personal efficacy and intrinsic interest in arithmetic activities that initially held little attraction for them. Distal goals had no demonstrable effects. In addition to its other benefits, goal proximity fostered veridical self-knowledge of capabilities as reflected in high congruence between judgments of mathematical self-efficacy and subsequent mathematical performance. Perceived self-efficacy was positively related to accuracy of mathematical performance and to intrinsic interest in arithmetic activities. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The viability of self-instructional strategy training among learning disabled (LD) students exhibiting composition deficiencies was investigated. Furthermore, the theoretically proposed incremental effects of explicit self-regulation procedures were examined in terms of writing performance measures at posttest, maintenance, and generalization, and in terms of Ss' self-efficacy. Ss were 22 LD and 11 normally achieving students in the 5th and 6th grades. Results indicated that self-instructional strategy training produced meaningful and lasting effects on Ss' composition skills and a significantly heightened sense of self-efficacy. Explicit self-regulation procedures did not significantly augment strategy-instruction effects for either writing performance or self-efficacy. Composition performance after instruction among LD Ss did not differ significantly in terms of story grammar elements from that of a contrast group of normally achieving, competent writers. However, normally achieving students' compositions were longer and received significantly higher quality ratings. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examined the effects of goal setting on the essays of 7th- and 8th-grade students with writing and learning disabilities. Participants wrote 3 essays, responding to a different goal for each. One half of the students used a strategy to facilitate goal attainment. Goals were designed to increase either the number of reasons supporting a paper's premise or the number of counterarguments refuted by the writer, or both. Papers written in response to goals were longer, included more supporting reasons, and were qualitatively better than essays written by students in the control condition. Students were also more likely to refute counterarguments when assigned a goal that focused on this specific element. Strategy use enhanced performance only when students were responding to a goal to refute more counterarguments. Students' writing self-efficacy was not influenced by goal setting or strategy use. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the relation between self-efficacy and outcome expectancy beliefs and achievement in reading and writing. Most of the 153 subjects were White, middle-class undergraduate students. Efficacy for reading and writing tasks and component skills and outcome expectancies that reading and writing are important for realizing life goals were assessed. Reading achievement was measured by the Degrees of Reading Power test and writing achievement was measured by a holistically scored writing sample. Results from regression analysis indicated that self-efficacy and outcome expectancy beliefs jointly account for significant variance in reading achievement with self-efficacy being the stronger predictor and that self-efficacy, but not outcome expectancy, accounts for significant variance in writing achievement. Canonical correlation analysis identified a single underlying dimension linking beliefs and achievement for reading and writing, with reading beliefs and achievement contributing most strongly to the relation. Results are discussed as they relate to previous research and needed areas of future study. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article reports findings from three studies investigating the efficacy of an instructional model designed to promote self-regulation, the Strategic Content Learning (SCL) approach. Participants were post-secondary students with learning disabilities who ranged in age from 19 to 48 years. Each study comprised multiple in-depth case studies (total
N = 34) embedded within a pre-posttest design. Students were provided with individualized SCL tutoring for two to three hours per week during at least one semester. Both qualitative and quantitative evidence converged to reveal consistent improvements across time in students' metacognitive knowledge about key self-regulated processes, perceptions of task-specific efficacy, attributional patterns, task performance, and strategic approaches to tasks. Students were also found to transfer strategic approaches across contexts and tasks. Implications for theory, research, and practice are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined 1,850 school age children achievement self-perceptions in 4 activity domains (math, English, social activities, and sports) and self-esteem across the transition from elementary to junior high school. Self-esteem scores declined across the transition to junior high, but increased during 7th grade. Self-concepts of ability for math, English, and social activities declined after transition, but perceptions of social ability increased during 7th grade. Perceptions of sports ability declined across 6th and 7th grades. The liking of math and sports declined over time, whereas the liking of English and social activities declined immediately after transition but increased across 7th grade. Many of these changes are attributed to changes in the school and classroom environments encountered on entering junior high school. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The goal of this study was to compare and predict academic performance in achieving and under-achieving students on the basis of motivational, affective, and metacognitive processes. Ninety-eight underachievers and 102 achievers were tested on multiple measures of ability, attributions, self-esteem, reading awareness, and reading performance. Achievers were discriminated from underachievers on the basis of mean differences in beliefs about the utility of effort, in self-esteem, in enhanced reading awareness, and in strategic performance. Achievement status moderated the relationship between attributions and ability: In contrast to underachievers, achievers associated their extant knowledge and skills with positive attributional beliefs about the importance of effort in determining performance. The failure of underachievers to develop an enriched, functional metacognitive system was ascribed, at least partially, to their negative attributional beliefs.
The present article examines the nature and function of human agency within the conceptual model of triadic reciprocal causation. In analyzing the operation of human agency in this interactional causal structure, social cognitive theory accords a central role to cognitive, vicarious, self-reflective, and self-regulatory processes. The issues addressed concern the psychological mechanisms through which personal agency is exercised, the hierarchical structure of self-regulatory systems, eschewal of the dichotomous construal of self as agent and self as object, and the properties of a nondualistic but nonreductional conception of human agency. The relation of agent causality to the fundamental issues of freedom and determinism is also analyzed.
Adolescents' beliefs in their personal control affects their psychological well-being and the direction their lives take. Self-Efficacy in Changing Societies analyzes the diverse ways in which beliefs of personal efficacy operate within a network of sociocultural influences to shape life paths. The chapters, by internationally known experts, cover such concepts as infancy and personal agency, competency through the life span, the role of family, and cross-cultural factors.
Adolescents' beliefs in their personal control affects their psychological well-being and the direction their lives take. Self-Efficacy in Changing Societies analyzes the diverse ways in which beliefs of personal efficacy operate within a network of sociocultural influences to shape life paths. The chapters, by internationally known experts, cover such concepts as infancy and personal agency, competency through the life span, the role of family, and cross-cultural factors.
Metacognition is an important construct in reading research and metacognitive strategies have been shown to differentiate between skilled and unskilled readers. Reading researchers have shown that teaching students metacognitive strategies in reading enhanced their reading comprehension. This chapter discusses the relevance of metacognition to learning disabilities. This relevance concerns the invalidity in interpreting all learning and performance problems in individuals with learning disabilities as deep-seated cognitive deficiencies as well as the necessity to include metacognitive strategies in reading and writing in instructional remediations of those individuals. The relevance of metacognition to learning disabilities is realized through an appreciation of A. L. Brown's conceptualization of the crucial role of metacognition in successful reading and learning and of the empirical research on metacognitive skills in reading that discriminated among younger readers, poor readers, and skilled readers.
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.
According to Bandura (1982a, 1982b), psychological procedures change behavior in part by creating and strengthening self-efficacy , or one's perceived performance capabilities in a given activity. Self-efficacy is hypothesized to influence choice of activities, effort expended, persistence, and task accomplishments. Although self-efficacy originally was used to help explain coping behaviors in fearful situations, its use has been extended to other contexts, including cognitive-skill learning (Schunk, 1985).
Studies of learning disabled (LD) children’s self-concepts were reviewed. The findings show that LD students have lower self-concepts than nonhandicapped students. Greater decrements occur for academic self-concept than general self-concept. Significant variations in results were found as a function of the group LD students were compared with, and the instruments used. Studies using the Piers-Harris scale indicated that although LD students obtained lower general and academic self-concept scores than their nonhandicapped peers, these scores were generally within the normal range reported in the manual. On the other hand, scores from the Student’s Perception of Ability Scale indicated that LD students had substantially lower academic self-concepts than either their nonhandicapped peers and those students in the normative sample. Age was not systematically associated with self-concept differences. For most LD children, decrements in self-concept occur by grade 3 and remain fairly stable through high school. Placement environment was not systematically associated with differences in self-concept. Mainstreamed settings did not lead to higher self-concepts than segregated settings. But unplaced “LD” students clearly had lower self-concepts than LD students who were receiving remedial assistance. The results were discussed in terms of factors associated with self concept development in LD students, and the negative effects on achievement outcomes.
This study investigated the cognitive and metacognitive aspects of writing problems in learning disabled adolescents. Twenty-one learning disabled eighth and eleventh graders constituted the target population. The comparison groups included 15 normally achieving eighth graders and a reading-age control group of 23 normally achieving sixth graders. The participants wrote two reportive essays and one argument essay, and answered a questionnaire designed to probe their metacognition about the writing process.
Results indicated that normally achieving eighth graders consistently and clearly surpassed their learning disabled counterparts in both quality and quantity of essay writing. Adult judges rated normally achieving eighth graders' essays to be substantially more interesting, much clearer in communicating the goals, and to contain a substantially more felicitous word choice than those of learning disabled eighth and eleventh graders. Moreover, they wrote longer essays with much fewer spelling errors than learning disabled eighth and eleventh graders. Finally, they possessed more mature and articulate conceptions of the writing task, and were more aware of the relevance of planning and audience in writing.
In striking contrast, the learning disabled eighth and eleventh graders were comparable to the normally achieving sixth graders in their performances across a broad front. This comparability occurred in the three categories of holistic ratings of essays (interestingness, clarity in communication of goals, and word choice), structural ratings of paragraphs, and metacognition about the writing process. Interestingly, learning disabled eighth and eleventh graders were superior to normally achieving sixth graders in length of essays. However, the consistent, broad picture was that the learning disabled adolescents performed at a very similar level to that of younger normally achieving children. These findings permit the conclusion that the learning disabled adolescents in this study showed a developmental delay in the cognitive and metacognitive aspects of writing.
This overview will focus on the advantages of strategy instruction as well as the components and principles that underlie effective strategy use. The advantages are related to (a) modifiable and planful activities, (b) individual differences and adaptation, and (c) instructional development. Principles of effective strategy use incorporate such factors as (a) different strategy purposes, (b) component analysis, (c) strategy matching to individual students, (d) processing differences and performance similarities, (e) comparable strategy use and noncomparable performance, (f) transformational strategies, and (g) learner constraints.
Self-efficacy theory (Bandura, 1977) suggests that persons develop a sense of efficacy based primarily upon past performance accomplishments in specific situations and settings in which they function. The present investigation assessed the academic and social self-efficacy beliefs of mainstreamed mildly handicapped, gifted, and nonhandicapped students in regular education classrooms. Mainstreamed mildly handicapped students reported lower academic and social self-efficacy than their nonhandicapped and gifted peers. No differences in academic self-efficacy were reported between gifted and nonhandicapped students; however, gifted students reported lower social self-efficacy beliefs than nonhandicapped students. Implications for mainstreaming practices and future research are discussed.
This experiment tested the hypothesis that participation in goal setting enhances self-efficacy and skills. Subjects were sixth-grade children who previously had been classified as learning disabled in mathematics. Children received subtraction training that included instruction and practice opportunities over several sessions. Some children set proximal performance goals each session, others had comparable proximal goals assigned, and children in a third condition received the training but no goals. Although proximal goals promoted motivation more than no goals, participation in goal setting led to the highest self-efficacy and subtraction skill. Implications for teaching are discussed.
This study investigates self-efficacy beliefs, sources of efficacy information, person input variables (e.g., ability), and outcome expectations in relationship to the career interests of adolescents with learning disabilities (LD). The sample consisted of 96 high school students with LD and included substantial diversity in terms of gender, race/ethnicity, and socioeconomic background. The California Occupational Preference System, or COPSystem, was used to assess career interests and aptitudes, with self-report rating scales used to measure self-efficacy beliefs, sources of efficacy information, and outcome expectations for corresponding career areas. Person input variables other than aptitude (e.g., gender) were also included in the study design. Ratings of self-efficacy beliefs were found to be a substantial predictor of career interest and to consistently mediate the relationship of other measures (e.g., person input variables) to career interest. Ratings of outcome expectations also exhibited associations with career interest, but only to a limited extent when controlling for their shared variance with self-efficacy ratings. Findings indicate the importance of considering subjective factors (i.e., self-efficacy beliefs and outcome expectations) rather than only objective skills (i.e., aptitudes and abilities) as being influential in shaping the career development of adolescents with LD.
This paper presents a reasoned case on why special educators should attend to metacognitive theory and research, a new area of theoretical conceptualization and research in cognitive psychology. Both the contributions and the limitations of metacognition to special education are weighed. On the one hand, relevant research findings are marshalled to highlight the contributions of metacognition to the learning disabilities and mental retardation fields. Specifically, metacognition enables understanding of the difficulties of learning-disabled children in learning to read—difficulties that stem from deficient phonemic awareness. Metacognition also illuminates reading comprehension difficulties in learning-disabled students, and the mechanisms underlying failures in maintenance and generalization of learned strategies in educable mentally retarded and learning-disabled trainees. The constraints in applying metacognition to special education are thoroughly considered. Particularly highlighted are the limitations of an invariant interpretation of strategic deficits of exceptional students' performance failures and the neglect in including affective variables in metacognitive interventions. The end-product is a balanced view of the applicability of metacognition in learning disabilities and mental retardation, a view that promotes its proper use in special educational research and practice.
The purpose of the research was to investigate what characteristics distinguish High Ability/LD students from learning disabled students with average cognitive ability and from high ability students. One hundred-twelve high ability or learning disabled students in grades four through six participated in the study: High Ability, High Ability/LD, and LD/Average. A variety of instruments was used to assess and compare cognitive and motivational patterns in the three groups. Discriminant analyses indicated that the three groups are distinguishable. As might be expected, the greatest group difference existed between high ability nondisabled students and both learning disabled populations. A second discriminant function provided information about differences between the two learning disabled populations.
The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura’s (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered.
Predicted and actual scores on subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Wide Range Achievement Test-Revised (WRAT-R) were obtained from 40 normally achieving postsecondary students (NA) and 92 adult students with learning disabilities (LD). LD students had major deficits in reading-related areas. It was hypothesized that, in their perceived deficit areas, students with LD would have different response patterns than NA students; that is, they would tend to have accurate estimates or underestimates of their responses, while NA students would tend to overestimate their performance on various tasks, as predicted by the work of A. Bandura (1989). It was also predicted that in their nonperceived deficit areas, students with LD would tend to have response patterns similar to those of NA students. Repeated measures analysis of variance found significant three-way interactions by group for predicted/actual scores by subtests for the WRAT-R and the WAIS-R. In the Reading subtest of the WRAT-R and in three of the WAIS-R verbal subtests, the first hypothesis was supported unambiguously. Students with LD had accurate predictions, while NA students overestimated significantly. In the Performance section of the WAIS-R, the second hypothesis was also supported. Differences between predicted and actual scores were similar for both groups. Implications for research and practice are discussed. (Contains 2 figures, 3 tables, and 19 references.) (Author/SLD)
In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.
This study examined the effects of modelling (T1) and participant modelling (T2) techniques on perceptions of self‐efficacy and arithmetic achievement of learning disabled (LD) children. Subjects included 60 LD children randomly assigned to T1, T2, or control conditions. Children in the modelling condition observed a model explaining arithmetic concepts and working problems, while children in the participant modelling group observed the model and worked on problems while verbalizing solutions with the model; children in the control condition worked individually on identical instructional packets. Results indicated that children in both treatment groups achieved higher self‐efficacy and arithmetic scores, with the participant modelling group being the superior of the two.
Describes the development and initial psychometric evaluation of a 46-item scale to measure sources of academic self-efficacy. Based on responses from 109 high school students with learning disabilities (LDs) and 87 without LDs, the Sources of Academic Self-Efficacy Scale (SASES) was evaluated using expert review, item analysis, reliability measures, and convergent and predictive validity measures. Alpha reliability coefficients for the scale ranged from .85 to .91. Test–retest reliability was estimated to be .91. Convergent validity of the SASES in assessing the sources of self-efficacy for people with LD was supported by demonstrating consistent relationships between the SASES and other instruments that measured a similar construct, including sources of mathematics self-efficacy, self-esteem, and locus of control. Predictive validity was supported by regressing the SASES on self-efficacy for learning. The SASES accounted for 39% of the variance in self-efficacy for learning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Explores the impact of metacognitive research on learning disabled (LD) individuals, focusing on the positive effects of metacognitive research on the teaching of LD students, and on the importance of broadening LD teachers' understanding of their students' academic failures. Three ways in which metacognitive research impacts on LD individuals include (1) effects on educators' views of LD persons' reading problems, (2) impact on teaching practices, and (3) impact on teacher awareness and professional interests. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Path analysis was used to test the influence of writing self-efficacy, writing apprehension, and writing aptitude on the essay-writing performance of 181 ninth-grade students. A model that also included gender accounted for 53% of the variance in performance. As hypothesized, both aptitude and students' self-efficacy beliefs had strong direct effects on performance. Aptitude also had a strong direct effect on self-efficacy, which largely mediated the indirect effect of aptitude on performance. Self-efficacy had a strong direct effect on apprehension, which, in turn, had a modest effect on performance. Girls and boys did not differ in aptitude or performance, but girls reported lower writing self-efficacy. Native English-speaking Hispanic students had lower aptitude and performance scores, lower self-efficacy, and higher apprehension. Results support the hypothesized role of self-efficacy in Bandura's (1986) social cognitive theory. © 1996 John Wiley & Sons, Inc.
This review examines and summarizes 16 research studies examining the writing self-efficacy beliefs of 6th- to 10th-grade students. In the majority of the studies, self-efficacy was found to play a primary role in predicting student writing performance. Students with learning disabilities were found to over-estimate their ability to complete specific writing tasks. Several studies found gender differences, with boys rating their confidence higher than girls, although actual performance did not differ. Grade-level differences in perceived efficacy for writing were found in some studies, but not in others. Most studies emphasized that those working with young adolescents need to be aware of the importance of self-efficacy and other motivational beliefs in conjunction with academic functioning. Difficulties with specificity of self-efficacy measures, and with correspondence between measure and criterial task were found in several studies. The article concludes with suggestions for future self-efficacy research.
The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of per- sonal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of ob- stacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more de- pendable the experiential sources, the greater are the changes in perceived self- efficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and be- havioral changes. Possible directions for further research are discussed.
We used data derived from a survey sample, the Connecticut Longitudinal Study (CLS), to compare two commonly employed definitions of reading disability: a discrepancy-based model (D) and a low reading achievement model (L). We identified children satisfying each definition in second grade and compared the groups retrospectively in kindergarten and prospectively in fifth grade using parent-based, teacher-based, and child-based measures. Our findings suggest more similarities than differences between the reading disabled groups. The most salient differences were those related to ability and seem inherent in the definitions of the groups: Children identified as D have significantly higher verbal, performance, and full scale IQ scores than those identified as L. These findings suggest that both groups of children with reading disability, that is, those defined by either D or L, should be considered eligible for special education services.
This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.
This set of articles-on the three Rs-has provided us with innovative, wide-ranging perspectives on how teachers can enhance academic performance. I could devote considerable space to emphasizing the many positive aspects in each of the three major articles. However, the commentators have done a fine job in pinpointing strengths and identifying limitations associated with each position paper. Hence, my goal is to draw the three articles into a more coherent and unified perspective, based in large part on recent advances in metacognitive theory. I will develop three themes:
(1) self-regulation as the centerpiece of strategy-based instruction;
(2) the reciprocal relationship between self-regulated learning and beliefs about the “self” as a learner; and
(3) “working models” and their role in classroom teaching. Hopefully, having stated my case as succinctly as possible, connections will emerge between my preferred metacognitive framework and the major themes in the accompanying articles.
Two studies are reported that assessed the impact of positive moods on students' feelings of self-efficacy and math performance. In the first study, 32 black and Hispanic girls and boys in the third to fifth grades, who had been identified by teachers as at risk for school failure, and a control sample of normally achieving classmates served as subjects. In the second study, 15 males and 3 females in junior high and high school attending a private school for students with learning disabilities served as subjects. In both studies, students were randomly assigned to a positive-mood induction condition or a no-treatment control condition. Following this, they completed a measure of self-efficacy for math and were then given 5 minutes to do 50 math problems. In both studies, analyses of covariance using standardized math scores as the adjustor variable found that children in the positive-mood condition completed significantly more problems accurately than children in the no-treatment control condition. In addition, in the junior high and high school sample, students in the positive-mood induction condition expressed greater self-efficacy for math than students in the control condition. The results of these two studies raise many questions about the role of affect, positive and negative, in the learning and performance of students with learning disabilities that researchers and teachers might explore.
This study examined the self-perceptions, motivational orientations, and classroom adjustment of children with learning disabilities (LD), matched-IQ non-LD, randomly selected non-LD, and low achieving children. Elementary-age children (N = 148; 37 from each group) completed domain-specific measures of their self-concepts, perceptions of control, and motivation. Teachers rated children on motivational and competence indices and classroom behavioral adjustment. Comparisons among groups indicated that children with LD were lower in perceived cognitive competence and academic self-regulation relative to the nondisabled control groups, but were comparable to the low achieving children. Children with LD were most likely to perceive academic outcomes as controlled by powerful others. No group differences were found for general self-perceptions of control or competence. Teacher ratings of children with LD were more discrepant from those of comparison groups than were self-ratings of children with LD. The results suggest the need for matched-IQ and low achieving control groups in research on children with LD. The origin and role of both environmental inputs and self-perceptions in the adjustment of students with LD are discussed.
This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.
Using self-report questionnaires, this study found that a sample of 34 university students with learning disabilities reported significantly poorer self-esteem, academic adjustment, and personal-emotional adjustment than a sample of 31 non-learning-disabled students. For both groups, self-esteem correlated positively with general self-efficacy. Both variables correlated positively with adjustment to university.
As part of an investigation of the relationship between self-efficacy, self-concept, and expectancy of success, 19 students with learning and behavior problems were administered several self-evaluation measures. Unfortunately, the experimental procedures failed to counter a previously noted tendency of such students toward overly positive self-evaluative statements. Because of the persistence of this phenomenon, the originally planned study was aborted and efforts were initiated to explore the overstatement tendency as a self-protective coping strategy. The results support previous findings indicating that the students' positive self-evaluations represent a selective tendency and are not due to an inability to make accurate self-evaluative judgments. The findings also support an interpretation of such overstatements as a form of self-protective behavior; in this context, however, a new concept, “protective avoidance,” is offered as a broader construct for understanding selective overstatements and related behavior.
The research described here investigated the effectiveness of an intervention model designed to promote self-regulated and strategic learning: Strategic Content Learning (SCL). In SCL, rather that focusing on teaching students specific cognitive strategies, instruction focuses on supporting students to develop a strategic approach to learning. The study comprised six parallel case studies embedded within a single-group, pre-post design. Each student chose a task of importance to current or future academic work, and individualized support was provided on those tasks. Participants were adults with learning disabilities (5 women and 1 man, ages 18 to 36 years) enrolled in postsecondary education programs. Results indicated, that students' task performance improved. Additionally, gains in metacognitive knowledge about tasks and strategies, increased perceptions of self-efficacy, and shifts in attributional patterns were observed. Most critically, the evidence suggested that students became more self-regulated in their learning: They were active in developing and modifying strategies, they transferred strategies across contexts, and they began to attack noninstructed tasks strategically. The particular suitability of SCL as an intervention for adults with learning disabilities is described, and implications of the findings for research and practice are discussed.
The present study examines several cognitive and motivational variables that distinguish children with learning disabilities (n = 19) from children without learning disabilities (n = 20). The total sample included 30 males and 9 females and was composed of white, fifth-grade students from a middle-class community in the Midwest. Results showed that although the students with learning disabilities displayed lower levels of metacognitive knowledge and reading comprehension, they did not differ from the students without learning disabilities on self-efficacy, intrinsic orientation, or anxiety. In addition, they did not show any signs of learned helplessness, although they did tend to attribute success and failure to external causes more often than the students without learning disabilities. Using a cluster analysis that grouped individuals, we found that differences in the motivational and cognitive variables cut across a priori categories of children with and without learning disabilities. Three clusters were formed: one with high comprehension, motivation, and metacognition (mostly children without learning disabilities); one with low levels of comprehension and metacognition but high intrinsic motivation (all children with learning disabilities); and one with low intrinsic motivation but average comprehension, metacognition, and attributional style (approximately equal numbers of children with and without learning disabilities). Implications for diagnosis and intervention for students with learning disabilities are discussed.
Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and fifth-grade (7 males and 4 females) normally achieving students, were administered an interview designed to assess their knowledge of writing and the composing process, attitude toward writing, and self-efficacy as a writer. Students with learning disabilities were found to have less mature conceptualizations of writing than their normally achieving counterparts. Furthermore, while students with learning disabilities were generally positive about writing, they viewed it less favorably than their regular classmates. Finally, there were no differences between the two groups of students in their evaluations of their competence in either writing or carrying out the processes underlying effective composing.
A total of 38 problem learners comprising adolescents with learning disabilities and low achievers participated in this study. Of these, 20 were untrained control participants; the remainder were trained to plan, write, and revise opinion essays. Trainees were randomly divided into pairs and taught to collaboratively use interactive dialogues to plan and revise their essays (but they wrote their essays separately). The results from multivariate analyses of variance (MANOVAs) and effect sizes indicated that trainees improved significantly from pretest to posttest in clarity and cogency of written opinion essays, and maintained such gains. Additional analyses indicated that they surpassed the untrained control group. Questionnaire data indicated trainees improved in self-efficacy of writing only. The same finding held true in comparison with untrained participants. The discussion integrates the trainees' performance data with the questionnaire data and considers the research implications and limitations of the study.