The Predictive role of Cognitive Factors and Academic Self-efficacy on Academic Functioning of Children at Risk for Specific Learning Disabilities (original) (raw)
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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.
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.
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.
INFLUENCES OF SELF-EFFICACY AS PREDICTORS OF ACADEMIC ACHIEVEMENT.
This study was conducted during 2014-20154 in Jazan University- K.S.A. 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.
Academic Self-Efficacy of Post-Secondary Students with and without Learning Disabilities
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 current study aimed to investigate and describe the multiple intelligences (MIs) and self-efficacy profiles that characterize Saudi female (gifted / regular) third intermediate students and their relationship to the achievement of EFL language skills and aspects. The sample consisted of (85) Saudi female third intermediate grade students, (43) were identified as gifted, and (42) were regular students. Three research instruments were used to collect data: (a) the Multiple Intelligence Inventory, (b) the Self-efficacy Scale and (3) A Language Achievement Test. The results of data analysis revealed that Interpersonal Intelligence was the most preferred intelligence types among gifted and regular participants. Musical intelligence was the least preferred intelligence among both groups. Differences between the two groups were in the order of other preferences. The study also revealed that there was significant correlation between MIs and achievement in specific language skills and language aspects. Self-efficacy, on the other hand, did not correlate to language achievement but it was a good predictor of success. The study recommended EFL teachers to respond to different potentials of their students, develop activities that support students‘strongest intelligences as well as improving the weak ones and pay more attention to creating a motivating classroom environment. Keywords: Multiple Intelligence, Self-Efficacy, Gifted students, Achievement
The Development of Multiple Intelligence and Self Efficacy in Primary School Students
2020
Multiple intelligence is a set of abilities to process particular types of information derived from human biological and psychological factors. Self-efficacy is people's beliefs about their ability to produce designated performance levels that affect their daily activity. This research is based on the significance of multiple intelligence and self-efficacy for primary school students. The results of previous studies indicate that multiple intelligence and self-efficacy of students are still below average. This study aims at developing multiple intelligence and self-efficacy of primary school students. The research used a descriptive approach involving 27 first-grade students at one of the schools in Purwakarta Regency. The result of this study indicates that multiple intelligence and self-efficacy of students were still in sufficient category; therefore, a particular strategy was required to develop multiple intelligence and self efficacy. Keywords—multiple intelligence, self ef...
Working Memory and Academic Achievement in Children with Mild Intellectual Disability
2016
The aim of the study to assess the three original working memory (WM) component and academic achievement in children with mild intellectual disability. A Battery of working memory and academic achievement test administered to (MA-7.32 to 11.40) Children mild intellectual disability (CWMID) and mental age (MA-8.20 to 12.80) matched typically develop (TD) children. Results revealed that typically developed mental age matched children performed significantly better than children with mild Intellectual disability in visual spatial memory (VSSTM) and central executive loaded working memory (CELWM). There was significant relationship between VSSST and Mathematics in TD children and among CWMID PSTM was significantly correlated with Mathematics. A Strategic model can be prepared for the intervention of weak WM components to improve the academic achievement of children.
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.