Learning Disabilities And The Self Efficacy Of Students Reflected Upon As Young Adults
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| Author | : |
| Publisher | : |
| Total Pages | : 286 |
| Release | : 2017 |
| Genre | : Learning disabilities |
| ISBN | : |
Extensive research has already been completed studying students with learning disabilities. Research available looks at many different topics, including the self-efficacy of students. This study took a phenomenological approach to look at students with learning disabilities as reflected upon by adults. By asking 25 true or false questions developed by Dr. Wendy Heyman and a set of open-ended interview questions developed by the researcher, participants were able to share their ideas and perceptions of their time in high school. Five individuals self-described as having learning differences were interviewed by the researcher to better understand their perspectives concerning their self-efficacy while in high school. Participants were between the ages of 27-30 at the time of the interview and volunteered to be part of the study.
| Author | : Karin Ann Marie Coles |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
| Author | : Nicholas D. Young |
| Publisher | : Vernon Press |
| Total Pages | : 194 |
| Release | : 2018-01-15 |
| Genre | : Education |
| ISBN | : 1622733150 |
Written by an experienced team of practitioners and scholars, this text attempts to fill the gap in texts that specifically address the needs of Learning Disabilities (LD) students in the socioemotional and mental health domains. By providing a foundational understanding of some of the salient issues facing students with learning disabilities, we hope to empower all of those who are working to ensure their success by providing the particular challenges that LD students and their families may face, and strategies and best practices for building creativity, resiliency, prosocial behavior, and positive mental health. As a practitioner and family-oriented text, this book seeks to offer a truncated review of relevant literature followed by suggestions to guide practice.
| Author | : Bernice Y.L. Wong |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 365 |
| Release | : 2012-12-06 |
| Genre | : Psychology |
| ISBN | : 1461227860 |
Recently, in the area of learning disabilities, a subarea of special educa tion, an interesting development has become discernible. This develop ment centers on the increasing focus of learning disabilities professionals on theory building and empirical research, and it is reflected in the spate of books currently being published. With their clear emphasis on con ceptual and methodological issues along with directions for future re search, these newly published books differ essentially from the bulk of learning disabilities textbooks. They include S. Vaughn and C. Bos (Eds. ), Research in Learning Disabilities: Issues and Future Directions, published in 1987 by College-Hill; T. E. Scruggs and B. Y. L. Wong (Eds. ), Intervention Research in Learning Disabilities, published in 1990 by Springer-Verlag; and L. Swanson (Ed. ), Learning Disabilities: Theore tical and Research Issues, published in 1991 by Lawrence Erlbaum Asso ciates. As reflected in these three books, the discipline began with a service orientation and has evolved beyond that to come of age with aspirations of becoming a scientific discipline. These books can be taken to voice the concerted efforts ,of learning disabilities professionals to promote theory building and empirical research. Undeniably these books provide valuable information on conceptual issues and research in learning disabilities. Nevertheless, they appear to have one drawback, namely, they focus exclusively on learning disabilities research in North America.
| Author | : Robert Bertrando |
| Publisher | : Routledge |
| Total Pages | : 216 |
| Release | : 2014-01-09 |
| Genre | : Education |
| ISBN | : 1317919181 |
The fourth edition of this highly praised book includes coverage of evidence-based education and No Child Left Behind. Like the previous editions, it offers authoritative and balanced overviews to help you make distinctions between innovative programs backed up by sound research support and “faddish” ideas which lack a research base.
| Author | : Erez C. Miller |
| Publisher | : Springer Nature |
| Total Pages | : 252 |
| Release | : 2023-04-08 |
| Genre | : Education |
| ISBN | : 3031149653 |
Based on the analysis of eighteen authentic and inspiring personal stories, this book illustrates how people with severe childhood disabilities achieved extraordinary career success. Growing up, the people surrounding them and environmental conditions helped them develop their self-efficacy. The book is divided into four parts. It begins by discussing the elusive essence of success, especially for people with disabilities. The authors then discuss selfefficacy, and how it pertains to occupations of people with disabilities. Part two (school years) and part three (higher education) address some of the challenges experienced by students with disabilities. It shows how parents and educational figures helped them enhance their self-efficacy. Part two also discusses current and future trends in inclusive education, and recommendations for practitioners. Part three pays attention to some of the unique traits that helped them overcome obstacles. Finally, the authors focus on employment of people with disabilities and explore some of the consequences of the Covid-19 pandemic in light of this. It includes messages of hope to parents, professionals and individuals with disabilities.
| Author | : Katherine Vojtko |
| Publisher | : |
| Total Pages | : 99 |
| Release | : 2011 |
| Genre | : College students with disabilities |
| ISBN | : |
In the United States, 11.3 percent of undergraduate students have been classified with learning disabilities (Horn & Nevil, 2006). Multiple variables have been shown to influence academic success, including effort, self-efficacy, and cognition, but no study has been conducted on the relative contribution of each factor to success in students with learning disabilities in college. This dissertation examined effort, self-efficacy, and cognition in relation to academic success. Participants were undergraduates (N=27) at a private northeastern university who were receiving accomodations from the university's Academic Support Center for already identified specific learning disabilities (Individuals with Disabilities Education Improvement Act, Pub L. No. 108-445, 20, 118 Stat. 2647, 2004). Participants were evaluated on multiple measures to assess effort (Word Memory Test {WMT}; (Green, Allen, & Astner, 1996), self-efficacy (The College Academic Self-Efficacy Scale {CASES}; Owen & Froman, 1988), and cognitive ability (Woodcock Johnson Tests of Cognitive Abilities, Third Edition; Woodcock, McGrew, & Mather, 2001). A multiple regression analysis was conducted to determine if these measures, separately or in combination, would predict participants' undergraduate Grade Point Average. It was hypothesized that at least one of the three predictor variables (i.e., effort, efficacy, and cognitive ability) would emerge as a strong predictor of GPA; however, the results of the regression analysis did not support this hypothesis (Rsquare=0.139, F {3, 23} + 1.242, p=0.317). However, 100 percent of participants reported that their academic accommodations were very helpful in their postsecondary success (18.2% of participants gave a rating of 5; 45.5% gave a rating of 6, and 36.4% gave a rating of 7 on a scale of 1-7). Implications of the findings are discussed.
| Author | : Joann Eisenberger |
| Publisher | : Eye On Education |
| Total Pages | : 194 |
| Release | : 2005 |
| Genre | : Inclusive education |
| ISBN | : 1930556950 |
First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Hande Salman |
| Publisher | : |
| Total Pages | : 61 |
| Release | : 2009 |
| Genre | : |
| ISBN | : |
The present study reviews the most recent literature in order to understand the self-efficacy beliefs of students with learning disabilities (LD) in academic contexts. In the first section, Bandura's self-efficacy theory and academic self-regulation is discussed followed by a brief review of the history of the field of learning disabilities. Based on the literature search from PsychINFO and Educational Resources Information Center (ERIC), 18 studies met the criteria for reviewing: (a) a measure of self-efficacy, (b) inclusion of a sample of students that are identified with a specific learning disability, and (c) published after the year 2000. In the second section, the research findings are summarized in the light of five research questions and their outcomes. The results from the studies suggest that students with LD report significantly lower scores on self-efficacy compared to their typically achieving peers. In contrast, in certain academic domains, students with LD were found to miscalibrate their self-efficacy beliefs, particularly in the domain of writing. The findings are, then, discussed, with special interest given to self-regulation, self-protective behavior of students with LD and intervention and its limitations. The review concludes with final remarks and implications for future research.
| Author | : Rebecca J. Huffman Panagos |
| Publisher | : |
| Total Pages | : 264 |
| Release | : 1996 |
| Genre | : Learning disabilities |
| ISBN | : |
Follow-up studies continue to document a low rate of successful transition for adolescents with learning disabilities. Current career counseling programs may, therefore, be ineffective for adolescents with learning disabilities. Self-efficacy beliefs, an individual's perceived performance capabilities, have been found to be an important explanatory construct in the development of career interest independent of abilities and aptitudes. The majority of career self-efficacy research thus far has been conducted with samples of older college students and adults. Furthermore, investigations have not focused specifically on persons with disabilities. The current study assessed aptitudes, interests, self-efficacy beliefs, sources of efficacy information, and outcome expectations pertaining to relevant careers among a sample of 96 secondary students with learning disabilities. Person input variables other than aptitude (i.e., gender, race, grade, socioeconomic status, and IQ level) also were included in the study design. Zero order correlations and hierarchical multiple regressions were utilized to investigate hypothesized relationships. Findings indicated that self-efficacy beliefs were a consistent and substantial predictor of interest in corresponding career areas. Ratings of hypothesized sources of efficacy information, in turn, were found be significant predictors of self-efficacy beliefs in corresponding career areas, with the exception of emotional arousal as a source of information. Ratings of sources of efficacy information also were related to career interest scores. However, as hypothesized, findings indicated that ratings of self-efficacy beliefs mediated these associations. Person input variables, most notably measures of aptitude, were not found to be related to career self-efficacy beliefs or interests in corresponding career areas. Ratings of outcome expectations belonging to the self-evaluative class (i.e., sense of accomplishment, security, and prestige) exhibited a significant positive relationship with interest scores for corresponding career areas. The findings of the present study suggest that earlier results focusing on the career development of adult populations without disabilities may now be reconsidered for generalization to adolescents with learning disabilities. The importance of considering the influence of subjective factors (i.e., interests and self-efficacy beliefs) rather than only objective skills (i.e., aptitudes and abilities) on the career development of adolescents with learning disabilities is suggested through interventions and strategies.
