Academic Self-Efficacy of Post-Secondary Students with and without Learning Disabilities (original) (raw)
Related papers
Contemporary educational psychology, 2007
This study used conventional self-efficacy measures as well as predictions of performance to examine the spelling and writing efficacy beliefs of early adolescents with and without learning disabilities (LD). In addition, the study examined two types of global efficacy-self-efficacy for self-regulated learning and general self-efficacy. The students with LD over-estimated their spelling performance by 52% and their writing performance by 19%, whereas the non-LD students were generally accurate in their performance estimates. Students' performance predictions and self-efficacy ratings were strong predictors of a composite writing performance, but the self-efficacy for self-regulated learning and general self-efficacy scores did not predict writing performance. The article concludes with a discussion of recommendations to improve the calibration and academic functioning of adolescents with learning disabilities.
European Journal of Psychology and Educational Research, 2019
The goals of the study were to examine the predictive power of general cognitive ability, working memory, and self-efficacy in first grade for academic functioning of children at risk for learning disabilities in second grade. The study involved 82 children (age 6-7 years) from five local public elementary schools in middle-class neighborhoods in Jerusalem, including 41 children at risk for specific learning disabilities and 41 typically developing peers. In the first stage of the study, (performed at the end of first grade), general cognitive ability and working memory were assessed using subtests from the Wechsler Intelligence Scale for Children (the subtests consisted of: Vocabulary and Block Design for general cognitive ability; Arithmetic and Digit Span for working memory). Academic self-efficacy was rated using a structural interview. At follow-up, academic functioning was assessed at the end of second grade. A serial-multiple mediation analysis revealed significant mediating...
Journal of Social and Clinical Psychology, 2009
This study examined whether youth with learning disabilities reported more maladaptive cognitive self-regulatory characteristics known to influence learning motivation and performance. Specifically, 1,518 sixth-through twelfth-graders from two separate rural school districts with and without learning disabilities completed measures of academic self-efficacy, theories of intelligence, academic goal preferences, and attributions for exerting effort in academic contexts. We found that students with a learning disability were more likely to possess low academic self-efficacy, to believe that intelligence was fixed and nonmalleable, to prefer performance over learning goals, and to interpret the exertion of effort as meaning they possessed limited levels of ability. Theories of intelligence and academic self-efficacy were also found to influence goal preferences and ability attributions. Einally, mediational findings provided strong support for the notion that differences in goal preferences and effort attributions between youth with and without LD were largely due to the fact that youth with LD possessed greater entity views of intelligence and lower academic self-efficacy. Our findings add to existing studies that support Dweck's (1999) model and suggest that interventions for learning disabilities ought to target a broader range of cognitive self-regulatory processes.
Journal of Learning Disabilities, 2014
Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.
1998
This study examined the efficacy beliefs of male and female college students in Southwestern Ontario (Canada) with and without scholastic deficits. A total of 20 men and 20 women without scholastic deficits and 51 men and 41 women with scholastic deficits (such as severe problems in reading, writing, or arithmetic) completed the Self-Estimate Test of Intellectual Functioning and Academic Achievement to measure students' judgements of how well they would perform on the Wide Range Achievement Test-Revised (WRAT-R). The participants then completed the WRAT-R. No significant gender differences were found between men and women without scholastic deficits in regard to predicted and actual WRAT-R scores. However, gender differences were found between men and women with scholastic deficits, with the men tending to overestimate and the women tending either to underestimate significantly or to provide accurate estimates of their WRAT-R scores. The results suggest that women with scholastic deficits are more vulnerable than men with scholastics deficits and display lower levels of efficacy. (Contains 31 references.) (MDM)
European Journal of Special Needs Education, 2016
peres academic centre, rechovot, israel; b neuropsychiatric clinic, Hadassah Medical centre, Jerusalem, israel; c ScE-Shamoon college of Engineering, ashdod, israel; d tel-aviv-Yaffo academic college, tel-aviv, israel; e School of Education, tel-aviv university, israel; f dean of the School of Social Sciences, peres academic centre, rechovot, israel
The Optimistic Self-Efficacy Beliefs of Students with Learning Disabilities
Exceptionality Education International, 2008
This article reviews three studies that provide evidence that students with learning disabilities (LD) display optimistic academic self-beliefs, even in the face of relatively poor academic performance. In the fi rst study, a quantitative approach was used to explore the spelling and writing self-effi cacy of 133 adolescents with and without LD. Students with LD over-estimated their performance in spelling and writing. In the second study, a series of interviews with 28 adolescents with LD and 7 specialist LD teachers revealed that the students viewed themselves as low in academic optimism, whereas the teachers viewed the students as overly optimistic about academic tasks. A third study explored the academic motivation and procrastination of 208 undergraduates with and without LD, and found students with LD had moderate levels of optimism about academic tasks, but lower levels of optimism about self-regulatory capabilities. The paper concludes with a presentation of common and emergent themes from the three studies, and offers recommendations for practitioners and avenues for future research.
This study was conducted during 2014-20154 in Jazan University- KSA. The aim of the study is to find out influences of self-efficacy as predictors of academic achievement, and to know the level of self-efficacy among special education students- University of Jazan. The researcher used descriptive statistic methods. Questioner technique is used as method of data collection, Study group was formed from special education students, and 100 students were selected randomly from study group as a sample. The data was analyzed by using SPSS program, the results are following: the level of self-efficacy among special educational students is high, the influences of self-efficacy as predicting academic achievement about (21%), and there are differences' between students whom has high degree and low on self-efficacy in academic achievement for high degree of self-efficacy.
Learning Disability Quarterly, 2010
This study examined the self-efficacy for self-regulated learning of 146 early adolescents with and without learning disabilities (LD). Results from the study showed that a 7-item selfregulatory efficacy measure demonstrated factorial invariance for the adolescent sample and also for a validation sample of 208 undergraduates with and without LD. Adolescents with LD rated their self-regulatory efficacy and reading self-efficacy lower than their NLD peers. Hierarchical multiple regression showed that selfregulatory efficacy made a significant contribution to end-of-term English grade after controlling for sex, SES, reading self-efficacy, and reading score. Finally, students with LD who scored low on self-regulatory efficacy were significantly more likely than their higher-scoring LD peers to have a low end-of-term English grade, although there was no difference on a reading performance score. Several suggestions for teachers working with adolescents with LD are provided, along with directions for future research.