Intra-Group Motivational Analysis of Students with Learning Disabilities: A Goal Orientation Approach

Autor/inn/en	Sideris, Georgios D.; Tsorbatzoudis, Charalambos
Titel	Intra-Group Motivational Analysis of Students with Learning Disabilities: A Goal Orientation Approach
Quelle	In: Learning Disabilities: A Contemporary Journal, 1 (2003) 1, S.8-19 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Elementary School Students; Learning Disabilities; Motivation Techniques; Low Achievement; Goal Orientation; Multivariate Analysis; Student Motivation; Student Characteristics; Grade 5; Grade 6; Inclusive Schools; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Motivationsförderung; Unterdurchschnittliche Leistung; Zielorientierung; Zielvorstellung; Multivariate Analyse; Schulische Motivation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Inclusive school; Integrative Schule; Ausland; Griechenland
Abstract	The purpose of the present study was to profile, using a K-means cluster analysis, the cognitive, motivational, affective, and goal orientation characteristics of elementary school students with and without learning disabilities (LD). Participants were 58 fifth and 6 sixth graders (29 typical and 29 LD) selected using stratified random procedures. Results indicated that there were statistically significant differences between the two groups of students across all variables with the exception of task avoidance and positive social experience orientations. Within groups analyses suggested the presence of three reliable clusters: (a) Amotivated/Disengaged-Low Achievers, (b) Motivated-High Achievers, and (c) Avoidant/Uncommitted-Low Achievers, representing 100% of the participants. Subsequent discriminant analyses verified the presence of the three clusters producing correct classification rates for 97% of the participants who belonged to the three clusters. Results indicated that most of the LD students belonged to the third cluster and their lower achievement could be well attributed to their orientation toward avoidance and to their general lack of motivation. It is concluded that students with LD may have "ill" motivational strategies, and they resemble the learned helpless type described by Seligman (Seligman, 1975) due possibly to exposure to repeated failure. (Contains 4 tables, 3 figures and 2 footnotes.) (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06