Understanding The Perceptions Of Self Efficacy Of Students With Learning Disabilities
Download Understanding The Perceptions Of Self Efficacy Of Students With Learning Disabilities full books in PDF, epub, and Kindle. Read online free Understanding The Perceptions Of Self Efficacy Of Students With Learning Disabilities ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| 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 | : Diann Butler Sloan |
| Publisher | : |
| Total Pages | : 254 |
| Release | : 1996 |
| Genre | : Learning disabilities |
| ISBN | : |
| Author | : Bernice Wong |
| Publisher | : Academic Press |
| Total Pages | : 295 |
| Release | : 2011-10-13 |
| Genre | : Psychology |
| ISBN | : 0080569021 |
The ABCs of Learning Disabilities, Second Edition, discusses major research findings on learning disabilities in children, adolescents and adults in language, memory, social skills, self-regulation, reading, mathematics, and writing, with an additional chapter on assessment. This concise primer is intended for use as an undergraduate introductory text to the field. Written with an evenness of tone, breadth, and depth, the conveys an engaging style meant to encourage the beginning student to identify the "big picture and to be interested in conceptual issues as well as research findings. - Undergraduate level text - 90% new material - Concise introduction to field - Covers current concepts like removing the IQ-performance discrepancy formula in diagnosing learning disabilities - New chapter on self-regulation and learning disabilities - Whole school approach to social skills intervention
| Author | : Lesley Sharon Zwillinger |
| Publisher | : |
| Total Pages | : 256 |
| Release | : 1995 |
| Genre | : College students |
| ISBN | : |
| Author | : Theresa Marie Wegner |
| Publisher | : |
| Total Pages | : 264 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
| 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 | : Kari Geraci |
| Publisher | : |
| Total Pages | : 120 |
| Release | : 2001 |
| Genre | : People with disabilities |
| ISBN | : |
| Author | : Robyn Leontyne Davis |
| Publisher | : |
| Total Pages | : 159 |
| Release | : 2015 |
| Genre | : Inclusive education |
| ISBN | : |
The purpose of this non-experimental, quantitative research study was to examine if a predictive relationship existed between general educators' perceived self-efficacy, attitudes toward inclusion, and the reading achievement of special needs students in an urban school district in the Midwestern United States. A convenience sample of 65 middle school reading teachers participated in the study. The theory of planned behavior, self-efficacy theory, and social cognitive theory provided a theoretical understanding of how inclusion affects the attitude and behaviors of teachers. Attitudes and beliefs affect behavior by determining what a middle school teacher does and does not do, thereby affecting what the student with a disability receives in the classroom. A simple linear regression was used to test the hypotheses according to scores generated from the Teachers' Sense of Efficacy Scale (TSES) short form and the Scale of Teachers' Attitude Toward Inclusive Classrooms (STATIC). The results of both simple linear regression analyses determined that neither the TSES nor the STATIC were found to be significant predictors of the change in Ohio Academic Achievement (OAA) reading test scores during the 2012-2013 school years. The results of this study added to the knowledge base of the field by examining the predictive relationship between teacher perceptions of their self-efficacy, attitudes, and regarding inclusion and the reading achievement of special education students that have been included in a general education classroom for reading instruction.
| Author | : Héfer Bembenutty |
| Publisher | : IAP |
| Total Pages | : 493 |
| Release | : 2013-03-01 |
| Genre | : Education |
| ISBN | : 1623961343 |
Through its research-to-practice focus, this book honors the professional contributions of Professor Barry J. Zimmerman as illustrated by the recent selfregulation applications of a highly respected group of national and international scholars. This book will serve as a valuable resource for those interested in empowering and enabling learners to successfully manage and self-direct their lives, education, and careers. In particular, K-12 educators, college instructors, coaches, musicians, health care providers, and researchers will gain invaluable insight into the nature of self-regulation as well as how they can readily apply self-regulation principles into their teaching, instruction, or mentoring. Emergent trends in education and psychology circles, such as linking selfregulated learning assessment and interventions as well as the use of technology to enhance student learning and self-regulation, are additional themes addressed in the book. The kaleidoscope of self-regulation issues addressed in this book along with the wide range of promising intervention applications should also prove to be particularly appealing to graduate students as they pursue their future research activities and seek to optimize their individual growth and development.
| Author | : Ashley Blake |
| Publisher | : |
| Total Pages | : 58 |
| Release | : 2015 |
| Genre | : Academic achievement |
| ISBN | : |
Students with learning disorders are one of the largest and fastest growing populations of college students with disabilities, yet many experience significant difficulty in formal academic settings. These challenges may include lower levels of academic achievement, negative perceptions of school, and negative perceptions of themselves. Research has shown that certain variables, including implicit theory of intelligence, goal orientation, and self-efficacy, are related to academic achievement. The current study sought to assess the relationships between these variables and academic achievement, as measured by cumulative GPA, among a sample of college students with identified learning disorders. Results showed medium to large correlations between self-efficacy scales and GPA. There was no relationship between implicit theory of intelligence and college GPA, though a small negative relationship with high school GPA. Additional small correlations were found between goal orientation and GPA, implicit theory of intelligence and goal orientation, and implicit theory of intelligence and self-efficacy. When compared to a control group, students with learning disorders had similar GPAs and were no more likely to endorse a fixed view of intelligence. Though this sample did not differ significantly from the control group, some of the relationships among the variables may warrant further investigation as areas of intervention among this population.
