This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Deci, E. L. Articles by Chandler, C. L. Search for Related Content PubMed PubMed Citation Articles by Deci, E. L. Articles by Chandler, C. L. Pubmed/NCBI databases Medline Plus Health Information Learning Disorders Social Bookmarking                         What's this?

The Importance of Motivation for the Future of the LD Field

Edward L. Deci, Professor of Psychology at the University of Rochester, holds a PhD in psychology from Carnegie-Mellon University. His research on various aspects of human motivation, particularly as they relate to the concept of self-determination, is summarized in the recent book, Intrinsic Motivation and Self-Determination in Human Behavior (Plenum, 1985), which he co-authored with Richard M. Ryan.

Cristine L. Chandler

Cristine L. Chandler is an Assistant Professor of Education, Pediatrics, and Psychology at the University of Rochester. She holds a PhD in developmental and child clinical psychology from the University of Denver. Dr. Chandler's research interests include the development of motivational orientations in children and the impact of handicapping conditions on the development of children's self-concepts. She is the Co-Director of the graduate program in Special Education at the University of Rochester, and she is the Director of Psychology for the University Affiliated Program in Developmental Disabilities in the School of Medicine and Dentistry at the University. Address: Edward L. Deci, PhD, Department of Psychology, University of Rochester, Rochester, NY 14627.

If the LD field is to make important breakthroughs in coming years, it must avoid becoming insular and parochial. There are important ideas to be gleaned from the work of individuals not enmeshed with the specific problems we confront everyday. Individuals outside the LD field can bring fresh perspectives that allow us to see beyond the boundaries of our current frameworks and procedures. They often see what's missing and suggest important connecting links to improve the way we understand and deal with learning disabilities. As an example of the potential value of soliciting outside viewpoints, we asked Edward Deci and his colleague Cristine Chandler to read over the papers included in the series of articles on "The Future of the LD Field" and to analyze and comment on our field's future from the perspective of Deci's distinguished work on human psychology. The result is a provocative discussion that first reviews the papers in the future series with reference to definition, etiology, prevention, and treatment, and then suggests that a key element missing in most of the presentations is a sophisticated and systematic concept of human motivation. Deci and Chandler offer a brief outline of basic psychological concepts not widely discussed in the LD field and apply these concepts with regard to both the treatment of learning disabilities and to the processes used to support and supervise the efforts of teachers. Their analysis and ideas have profound implications for LD theory, research, and practice, and warrant careful attention from those concerned with advancing the field.—Howard S. Adelman and Linda Taylor, Guest Editors

Journal of Learning Disabilities, Vol. 19, No. 10, 587-594 (1986)
DOI: 10.1177/002221948601901003


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				B. A. Bottge, M. Heinrichs, Zara Dee Mehta, and Y.-H. Hung Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes Journal of Special Education, January 1, 2002; 35(4): 186 - 200. [Abstract] [PDF]

				B. A. Bottge, M. Heinrichs, S.-Y. Chan, and R. C. Serlin Anchoring Adolescents' Understanding of Math Concepts in Rich Problem-Solving Environments Remedial and Special Education, September 1, 2001; 22(5): 299 - 314. [Abstract] [PDF]

				B. A. Bottge Reconceptualizing Mathematics Problem Solving for Low-Achieving Students Remedial and Special Education, March 1, 2001; 22(2): 102 - 112. [Abstract] [PDF]

				E. M. Anderman The Middle School Experience: Effects on the Math and Science Achievement of Adolescents with LD J Learn Disabil, March 1, 1998; 31(2): 128 - 138. [Abstract] [PDF]

				P. C. Dev Intrinsic Motivation and Academic Achievement: What Does Their Relationship Imply for the Classroom Teacher? Remedial and Special Education, January 1, 1997; 18(1): 12 - 19. [Abstract] [PDF]

				M. M. Warner, C. O. Cheney, and D. M. Pienkowski Guidelines for Developing and Evaluating Programs for Secondary Students with Mild Disabilities Intervention in School and Clinic, May 1, 1996; 31(5): 276 - 284. [Abstract] [PDF]

				M. L. Wehmeyer and K. Kelchner Perceptions of Classroom Environment, Locus of Control and Academic Attributions of Adolescents With and Without Cognitive Disabilities Career Development for Exceptional Individuals, April 1, 1996; 19(1): 15 - 30. [PDF]

				M. L. Wehmeyer A Career Education Approach: Self-Determination for Youth with Mild Cognitive Disabilities Intervention in School and Clinic, January 1, 1995; 30(3): 157 - 163. [Abstract] [PDF]

				P. R. Pintrich, E. M. Anderman, and C. Klobucar Intraindividual Differences in Motivation and Cognition in Students With and Without Learning Disabilities J Learn Disabil, June 1, 1994; 27(6): 360 - 370. [Abstract] [PDF]

				E. L. Deci, R. Hodges, L. Pierson, and J. Tomassone Autonomy and Competence as Motivational Factors in Students with Learning Disabilities and Emotional Handicaps J Learn Disabil, August 1, 1992; 25(7): 457 - 471. [Abstract] [PDF]

				C. M. Okolo The Effects of Computer-Based Attribution Retraining on the Attributions, Persistence, and Mathematics Computation of Students with Learning Disabilities J Learn Disabil, May 1, 1992; 25(5): 327 - 334. [Abstract] [PDF]

				H. S. Adelman LD: The Next 25 Years J Learn Disabil, January 1, 1992; 25(1): 17 - 22. [PDF]

				C. J. Fuhler Searching for the Right Key: Unlocking the Doors to Motivation - Offers practical classroom strategies for motivating adolescents with LD. Intervention in School and Clinic, March 1, 1991; 26(4): 216 - 220. [PDF]

				H. S. Adelman and L. Taylor Intrinsic Motivation and School Misbehavior: Some Intervention Implications J Learn Disabil, November 1, 1990; 23(9): 541 - 550. [Abstract] [PDF]

				W. S. Grolnick and R. M. Ryan Self-Perceptions, Motivation, and Adjustment in Children with Learning Disabilities: A Multiple Group Comparison Study J Learn Disabil, March 1, 1990; 23(3): 177 - 184. [Abstract] [PDF]

				H. S. Adelman, B. A. Lauber, P. Nelson, and D. C. Smith Toward a Procedure for Minimizing and Detecting False Positive Diagnoses of Learning Disability J Learn Disabil, April 1, 1989; 22(4): 234 - 244. [Abstract] [PDF]

				C. E. Martin and B. B. Henderson Adult Support and the Exploratory Behavior of Children with Learning Disabilities J Learn Disabil, January 1, 1989; 22(1): 67 - 68. [Abstract] [PDF]

				H. N. Switzky and G. F. Schultz Intrinsic Motivation and Learning Performance: Implications for Individual Educational Programming for Learners with Mild Handicaps Remedial and Special Education, July 1, 1988; 9(4): 7 - 14. [Abstract] [PDF]

				H. S. Adelman Commentaries J Learn Disabil, March 1, 1987; 20(3): 166 - 171. [PDF]