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Autonomy and Competence as Motivational Factors in Students with Learning Disabilities and Emotional HandicapsEdward 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 book Intrinsic Motivation and Self-Determination in Human Behavior, which he coauthored with Richard M. Ryan.
Rosemary Hodges is research coordinator at the Norman Howard School Demonstration Project, an independent day school for students with learning disabilities in Grades 5 through 12 in Rochester, New York. She holds an MSEd from the University of Rochester and is currently a doctoral student in the university's Graduate School of Education and Human Development.
Louisa Pierson received her EdD in psychological development from the University of Rochester. She is currently the project director for research and reform in education at the Graduate School of Education and Human Development at the University of Rochester. Her research interests focus on student motivation, teacher motivation, and institutional processes of educational reform.
Joseph Tomassone has a PhD in psychology from the University of Rochester and is coordinator of children's services at the Noyes Mental Health Services unit of Nicholas Noyes Memorial Hospital in Dansville, New York. Address: Edward L. Deci, Department of Psychology, University of Rochester, NY 14627. Over 450 students (136 elementary, 321 junior and senior high school) with primary handicapping codes of learning disability (LD) or emotional handicap (EH) completed several questionnaires. All participants were from self-contained classrooms of a state-operated special education system. Questionnaires assessed students' self-perceptions and perceptions of home and classroom contexts, with all variables theoretically reflecting either the competence or the autonomy aspects of internal motivation or students' personal adjustment. Math and reading standardized achievement test scores were obtained from school records. Using multiple regression analyses, students' achievement and adjustment were predicted from the motivationally relevant self-perception and perception-of-context variables. Interestingly, different patterns of relations emerged for the students with LD and EH.
Journal of Learning Disabilities, Vol. 25, No. 7,
457-471 (1992) This article has been cited by other articles:
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