Leveraging Motivation Theory for Research and Practice with Students with Learning Disabilities

Autor/inn/en	Louick, Rebecca; Muenks, Katherine
Titel	Leveraging Motivation Theory for Research and Practice with Students with Learning Disabilities
Quelle	In: Theory Into Practice, 61 (2022) 1, S.102-112 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Louick, Rebecca) ORCID (Muenks, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2021.1932154
Schlagwörter	Learning Disabilities; Students with Disabilities; Student Motivation; Goal Orientation; Self Determination; Expectation; Value Judgment; Theories; Intervention; Personal Autonomy; Competence; Relevance (Education); Student Needs; Evidence Based Practice; Teacher Attitudes; Beliefs + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulische Motivation; Zielorientierung; Zielvorstellung; Selbstbestimmung; Expectancy; Erwartung; Werturteil; Theory; Theorie; Individuelle Autonomie; Kompetenz; Relevance; Relevanz; Lehrerverhalten; Belief; Glaube
Abstract	Given that the majority of students with learning disabilities (LD) are currently educated alongside general education peers for the majority of the school day in inclusive classrooms, it behooves motivation scholars to consider the practical implications of their research for all teachers working with students with LD. The purpose of this article is to discuss how three theoretical perspectives on motivation can be leveraged to support classroom teachers' work with this student population. Following an overview of our three focus theories of motivation (goal orientation theory, self-determination theory, and expectancy-value theory), we discuss research about students with LD that employs each perspective, as well as any related interventions for students with LD. Afterwards, we provide practical implications for teachers working with students with LD. Finally, we offer recommendations for research on motivation using these and other theories that are sensitive to the specific strengths and challenges of students with LD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01