Psychology

Self-perceptions, motivation, and adjustment in children with learning disabilities: a multiple group comparison study.

Document Type

Article

Abstract

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.

Publication Title

Journal of learning disabilities

Publication Date

1990

Volume

23

Issue

3

First Page

177

Last Page

184

ISSN

0022-2194

DOI

10.1177/002221949002300308

Keywords

self concept & perception of control & motivation & classroom adjustment, 3rd–6th graders with learning disabilities

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