Academic Intrinsic Motivation and Perceived Academic Competence in Greek Elementary Students with and without Learning Disabilities

Autor/inn/en	Zisimopoulos, Dimitrios A.; Galanaki, Evangelia P.
Titel	Academic Intrinsic Motivation and Perceived Academic Competence in Greek Elementary Students with and without Learning Disabilities
Quelle	In: Learning Disabilities Research & Practice, 24 (2009) 1, S.33-43 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
Schlagwörter	Learning Disabilities; Motivation; Metropolitan Areas; Foreign Countries; Elementary School Students; Grade 5; Grade 6; Academic Achievement; History Instruction; Science Instruction; Correlation; Greece (Athens) + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; psychologische; Motivation (psychologisch); Ballungsraum; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schulleistung; History lessons; Geschichtsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation
Abstract	The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th- and 6th-grade students with learning disabilities (LD) (n = 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As predicted, students with LD showed lower intrinsic motivation and perceived academic competence than students without LD almost across all subscales. Exceptions were noticed in intrinsic motivation concerning curiosity/interest and history subscales as well as perceptions of academic competence in the subjects of history and science. Support was found that among typically achieving students intrinsic motivation was positively and significantly related at a moderate level to perceived academic competence across all subscales, as opposed to students with LD, for whom few correlations were found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10