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Intraindividual Differences in Motivation and Cognition in Students With and Without Learning Disabilities

Paul R. Pintrich is currently an associate professor in the Combined Program in Education and Psychology at the University of Michigan in Ann Arbor. He received his PhD in education and psychology from the University of Michigan and specializes in research on student motivation and self-regulated learning. Address: Paul R. Pintrich, 1302C School of Education, The University of Michigan, Ann Arbor, MI 48109.

Eric M. Anderman

Eric M. Anderman was a PhD candidate in the Combined Program in Education and Psychology at the University of Michigan when this study was completed. He is now an assistant professor in the Department of Educational and Counseling Psychology at the University of Kentucky.

Cheryl Klobucar

Cheryl Klobucar is an EdD candidate in the Department of Educational Studies at the University of Michigan. A school psychologist for the Garden City Public schools in Michigan, she has interests in the psychoeducational assessment of students with learning disabilities.

The present study examines several cognitive and motivational variables that distinguish children with learning disabilities (n = 19) from children without learning disabilities (n = 20). The total sample included 30 males and 9 females and was composed of white, fifth-grade students from a middle-class community in the Midwest. Results showed that although the students with learning disabilities displayed lower levels of metacognitive knowledge and reading comprehension, they did not differ from the students without learning disabilities on self-efficacy, intrinsic orientation, or anxiety. In addition, they did not show any signs of learned helplessness, although they did tend to attribute success and failure to external causes more often than the students without learning disabilities. Using a cluster analysis that grouped individuals, we found that differences in the motivational and cognitive variables cut across a priori categories of children with and without learning disabilities. Three clusters were formed: one with high comprehension, motivation, and metacognition (mostly children without learning disabilities); one with low levels of comprehension and metacognition but high intrinsic motivation (all children with learning disabilities); and one with low intrinsic motivation but average comprehension, metacognition, and attributional style (approximately equal numbers of children with and without learning disabilities). Implications for diagnosis and intervention for students with learning disabilities are discussed.

Journal of Learning Disabilities, Vol. 27, No. 6, 360-370 (1994)
DOI: 10.1177/002221949402700603


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