|
Sign In to gain access to subscriptions and/or personal tools.
|
Journal of Learning Disabilities, Vol. 40, No. 6,
494-507 (2007)
DOI: 10.1177/00222194070400060201
Self-Efficacy From the Perspective of Adolescents With LD and Their Specialist Teachers
Robert M. Klassen
University of Alberta, Canada, robert.klassen{at}ualberta.ca
Shane L. Lynch
University of Alberta, Canada
This study used qualitative methodology to investigate the self-efficacy beliefs of early adolescents with learning disabilities (LD). We conducted a series of focus group interviews with 28 Grade 8 and 9 students with LD and individual interviews with 7 specialist LD teachers. Content analyses of the student and teacher data resulted in 2 a priori and 3 inductive themes: self-efficacy, calibration and levels of self-efficacy, students' self-awareness, attributions for failure, and problems and solutions. The students viewed themselves as low in self-efficacy and generally accurate in the calibration of their efficacy and performance, whereas the teachers viewed the students as overconfident about academic tasks. In contrast to the teachers, the students viewed verbal persuasion as a valued source of self-efficacy. Students attributed their failures to lack of effort, whereas their teachers attributed student failure to uncontrollable deficits. Problems and solutions related to student motivation were discussed from student and teacher perspectives.
References
- Alvarez, A., & Adelman, H.S. (1986). Overstatements of self-evaluations by students with psychoeducational problems. Journal of Learning Disabilities, 19, 567— 571.
- Arnett, J.J. (2004). Adolescence and emerging adulthood: A cultural approach (2nd ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
- Ayres, R., Cooley, E., & Dunn, C. (1990). Self-concept, attribution, and persistence in learning disabled students. Journal of School Psychology, 28, 153—163.[CrossRef]
- Bandura, A. (1997). Self-e ficacy: The exercise of control. New York: Freeman.
- Bong, M., & Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1—40.[CrossRef][ISI]
- Brown, A.L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65—116). Hillsdale, NJ: Erlbaum.
- Butler, D.L. (1998). Metacognition and learning disabilities. In B. Y. Wong (Ed.), Learning about learning disabilities (2nd ed., pp. 277—307). New York: Academic Press.
- Chapman, J.W. (1988). Cognitive—motivational characteristics and academic achievement of learning disabled children: A longitudinal study. Journal of Educational Psychology, 80, 357—365.[CrossRef][ISI]
- Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
- Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
- Dowson, M., & McInerney, D.M. (2003). What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91—113.[CrossRef][ISI]
- Dunning, D., Heath, C., & Suls, J.M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5, 69—106.[CrossRef]
- Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, 101, 303—329.[CrossRef]
- Frederickson, N., & Jacobs, S. (2001). Controllability attributions for academic performance and the perceived scholastic competence, global self-worth, and achievement of children with dyslexia. School Psychology International, 22, 401— 416.
- Fulk, B.M., Brigham, F.J., & Lohman, D.A. (1998). Motivation and self-regulation: A comparison of students with learning and behavior problems. Remedial and Special Education, 19, 300—309.[Abstract/Free Full Text]
- Gans, A.M., Kenny, M.C., & Ghany, D.L. (2003). Comparing the self-concept of students with and without learning disabilities. Journal of Learning Disabilities, 36, 287—295.[Abstract/Free Full Text]
- Graham, S., MacArthur, C., Schwartz, S., & Page-Voth, V. (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58, 322—334.[ISI][Medline]
[Order article via Infotrieve]
- Grolnick, W.S., & Ryan, R.M. (1990). Self-perceptions, motivation and adjustment in children with learning disabilities: A multiple group comparison study. Journal of Learning Disabilities, 23, 177—184.[Abstract/Free Full Text]
- Hampton, N.Z., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41, 101—112.[CrossRef][ISI]
- Hoppe, M.J., & Wells, E.A. (1995). Using focus groups to discuss sensitive topics with children. Evaluation Review, 19, 102—115.[Abstract/Free Full Text]
- Johnson, R.B., & Onwuegbuzie, A.J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14—26.[Abstract/Free Full Text]
- Klassen, R.M. (2002). A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly, 25, 88—103.[CrossRef][ISI]
- Klassen, R.M. (2007). Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities. Contemporary Educational Psychology, 32, 173-187.[CrossRef]
- Klassen, R.M., Lemon, K., Jahnsen, D., & Moro, T. (2004). "Unexpectedness" as a characteristic of learning disability: Implications of recent proposed changes. Exceptionality Education Canada, 14, 95— 113.
- Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121— 1134.
- Lewis, S.K., & Lawrence-Patterson, E. (1989). Locus of control of children with learning disabilities and perceived locus of control of significant others. Journal of Learning Disabilities, 22, 255—257.[Medline]
[Order article via Infotrieve]
- Licht, B.G., & Kirstner, J.A. (1986). Motivational problems of learning-disabled children: Individual differences and their implications for treatment. In J. K. Torgesen & B. Y. L. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 225—255). New York: Harcourt Brace Jovanovich.
- Martin, A.J., Marsh, H.W., Williamson, A., & Debus, R.L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95, 617—628.[CrossRef][ISI]
- Mertens, D.M. (2005). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (2nd ed.). Thousand Oaks, CA: Sage.
- Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
- Noddings, N. (1996, April). Current directions in self research: Self-concept, self-e ficacy, and possible selves. Symposium presented at the meeting of the American Educational Research Association, New York.
- Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543—578.[Abstract/Free Full Text]
- Pajares, F., & Johnson, M.J. (1996). Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools, 33, 163—175.[CrossRef][ISI]
- Peterson-Sweeney, K. (2005). The use of focus groups in pediatric and adolescent research. Journal of Pediatric Health Care, 19, 104—110.[Medline]
[Order article via Infotrieve]
- Pintrich, P.R., Anderman, E.M., & Klobucar, C. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of Learning Disabilities, 27, 360— 370.
- Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
- ResearchWare (2006). HyperRESEARCH (Version 2.6) [Computer Software]. Randolph, MA: ResearchWare, Inc.
- Ring, M.M., & Reetz, L. (2000). Modification effects on attributions of middle school students with learning disabilities. Learning Disabilities Research & Practice, 15, 34—42.[CrossRef]
- Rosenthal, J. (1973). Self-esteem in dyslexic children. Academic Therapy, 9, 27—33.[ISI]
- Sawyer, R.J., Graham, S., & Harris, K.R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340—352.[CrossRef][ISI]
- Schunk, D.H., & Cox, P.D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78, 201—209.[CrossRef][ISI]
- Slemon, J.C., & Shafrir, U. (1997, March). Academic self-e ficacy of post-secondary students with and without learning disabilities. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.
- Sridhar, D., & Vaughn, S. (2001). Social functioning of students with learning disabilities. In D. P. Hallahan & B. K. Keogh (Eds.), Research and global perspectives in learning disabilities (pp. 65—92). Mahwah, NJ: Erlbaum.
- Stone, C.A., & May, A.L. (2002). The accuracy of academic self-evaluations in adolescents with learning disabilities. Journal of Learning Disabilities, 35, 370—383.[Abstract/Free Full Text]
- Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25, 141—151.[CrossRef][ISI]
- Trainor, A.A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38, 233—249.[Abstract/Free Full Text]
- Vaughn, S., Zaragoza, N., Hogan, A., & Walker, J. (1993). A four-year longitudinal investigation of the social skills and behavior problems of students with learning disabilities. Journal of Learning Disabilities, 26, 404—412.[Medline]
[Order article via Infotrieve]
- Volet, S. (2001). Understanding learning and motivation in context: A multidimensional and multi-level cognitive— situative perspective. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 57—82). New York: Pergamon.
- Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548—573.[CrossRef][ISI][Medline]
[Order article via Infotrieve]
- Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer Verlag.
- Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 73—84). New York: Guilford Press.
- Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82—91.[CrossRef][ISI][Medline]
[Order article via Infotrieve]
 CiteULike  Connotea  Del.icio.us  Digg  Reddit  Technorati What's this?
|
