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Author: Lynette Ship
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 60
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Book Description
ABSTRACT: "The current investigation was conducted to examine the relationship between attributional style, self-concept, and class placement in students with and without learning disabilities. Subjects included both students with and without learning disabilities from third, fourth, and fifth grade classrooms. The students who participated in the study were involved in either the general or full inclusion programs. Students classified with learning disabilities in the general education program were pulled out for resource room services, while those in the full inclusive programs did not receive pull out services. All students were given the Children's Attributional Style Questionnaire and the Piers-Harris Children's Self-concept Scale. Three hypotheses were tested. Based on past research it was proposed that students classified with learning disabilities would possess a more negative attributional style in addition to a lower self concept in the area of academic achievement compared to their general education peers. Finally, it was predicted that attributional style, and not class placement, would be a stronger predictor of academic self-concept. Results show strong support for all three hypotheses. Results are discussed in terms of implications for interventions as well as directions for further research."
Author: Lynette Ship
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 60
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Book Description
ABSTRACT: "The current investigation was conducted to examine the relationship between attributional style, self-concept, and class placement in students with and without learning disabilities. Subjects included both students with and without learning disabilities from third, fourth, and fifth grade classrooms. The students who participated in the study were involved in either the general or full inclusion programs. Students classified with learning disabilities in the general education program were pulled out for resource room services, while those in the full inclusive programs did not receive pull out services. All students were given the Children's Attributional Style Questionnaire and the Piers-Harris Children's Self-concept Scale. Three hypotheses were tested. Based on past research it was proposed that students classified with learning disabilities would possess a more negative attributional style in addition to a lower self concept in the area of academic achievement compared to their general education peers. Finally, it was predicted that attributional style, and not class placement, would be a stronger predictor of academic self-concept. Results show strong support for all three hypotheses. Results are discussed in terms of implications for interventions as well as directions for further research."
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 776
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Author: Sharon K. Sanderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 184
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Author: Verma Mohita
Publisher: Cerebrate
ISBN: 9780798366335
Category :
Languages : en
Pages : 0
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Book Description
INTRODUCTION Globally, there has been an increasing concern in the education sector on how to make sure that students learn optimally at school and achieve excellence in their academic settings. It has been observed that some students in the classroom do not pay attention to what the teacher is doing as they are easily caught engaged in other activities and to see students slouched in their chairs and not listening to the teacher or participating in the classroom discussion which illustrates lack of engagement (Jones, 2008). Thus, motivating students and engaging them in learning at school is a matter of great concern for educationist today and achieving success is one of the greatest challenges of this century (Awan, Noureen and Nas, 2011). Hence, motivation and engagement have been taken as an important components for enhanced learning outcomes of students. Empirically, researches (Eccles & Wigfield, 2002; Ryan, & Deci, 1991; Berndt & Keefe, 1995; Ryan & Deci, 2000; Dweck and Leggett, 1988) point towards gender, parents, peers, teachers, personality, as being significant determinants of motivation and engagement. Despite strong theoretical associations of attributional style and self-regulated learning strategies with various academic outcomes, little research has been conducted on exploring linkages between these two variables with motivation and engagement. Attribution is a significant component of academic success. Prior researches (Hall, 2007; Perry, 1993; Perry, 1989) have shown that by altering dysfunctional attributional style, students' academic performance, motivation and success can be enhanced. In the light of these researches, it can be stated that functional attributional style has a prominent role to play in motivation and engagement. Similarly, self-regulated learning strategies have been proved (Pintrich and Garcia,1991; Zimmerman, 2002) to be significantly correlated with academic outcomes. Keeping in mind, the significance of attributional style and self-regulated learning strategies in the domain of academics, it becomes essential to explore as to how do these two factors are related to and contribute in motivation and engagement. Motivation and engagement play an essential role in students' interest in and enjoyment of school and study. These can also underpin students' achievement (Liem & Martin, 2012; Martin, 2007, 2009; Martin, Marsh, & Debus, 2001a, 2001b; 2003; Pintrich, 2003; Schunk, 1990). Thus, motivation and engagement have been found to be crucial factors in academic success and achievement because the student may,
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 376
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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 456
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Author: Ed Dubinsky
Publisher: Mathematical Association of America (MAA)
ISBN:
Category : Education
Languages : en
Pages : 308
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Author: Lori Anne Gillan
Publisher:
ISBN: 9781109900613
Category : Learning disabled children
Languages : en
Pages : 318
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Book Description
Although placement in less restrictive educational settings is generally believed to be associated with more positive social outcomes for students with learning disabilities, the empirical research has yielded equivocal findings. This study investigated the relationship between self-concept and social support for students with learning disabilities taught in self-contained special education classrooms. Fifty-seven fourth-through sixth-grade students were administered Harter's People In My Life scale, which measures students' perceived social support from parents, teachers, classmates, and friends. Students were also administered two scales developed by Harter and Renick which measure students' domain-specific judgments of their competence and their judgments of the importance of each domain, as well as their perceived global worth. Results revealed that social support from classmates was most predictive of academic self-concept, whereas social support from family was the better predictor of global self-concept. Students with learning disabilities differentiated in terms of their perceived global and academic self-concepts, producing four groups (high academic/high global self-concept, high academic/low global self-concept, low academic/low global self-concept, and low academic/high global self-concept). While results indicated that those with low academic self-concepts tended to have more negative discrepancy scores (difference between students' ratings of the importance of academic and non-academic domains of self-concept) than those in the high academic self-concept group, there was no evidence that students with high global self-concept and low academic self-concept had different discrepancy scores than students in the other groups, therefore nullifying the hypothesis that students with learning disabilities discount the importance of academic domains. The implications of these data with regard to theory and research, as well as educational practice, are discussed.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
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Author: Ruth M. Strudler
Publisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 358
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