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Self-Perceptions, Motivation, and Adjustment in Children with Learning DisabilitiesA Multiple Group Comparison Study
Wendy S. Grolnick
Wendy S. Grolnick received her PhD from the University of Rochester. She is currently assistant professor of clinical psychology at New York University. Her areas of research and training specialization include child clinical psychology, with an emphasis on promoting self-motivation and adjustment in students.
Richard M. Ryan
Richard M. Ryan is an associate professor of psychology and director of clinical training at the University of Rochester. He received his PhD in clinical psychology from the University of Rochester. His research efforts focus on intrinsic motivation, internalization, and personality development. Address: Wendy S. Grolnick, Department of Psychology, 6 Washington Place, 4th Floor, New York University, New York, NY 10003.
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.
Journal of Learning Disabilities, Vol. 23, No. 3,
177-184 (1990)
DOI: 10.1177/002221949002300308
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