Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels

Self‐esteem in adolescents with learning difficulties: A study from the perspective of the students, parents, and teachers

“…The findings show that learning difficulties and school problems have a moderately significant and inverse impact on the self‐esteem of adolescents; therefore, greater problems during the learning process and the school environment may lower self‐esteem levels. These results are consistent with findings previously found in studies with samples of adolescents with learning difficulties (Kucuker & Tekinarslan, 2015; Lahane et al, 2013; Marinelli et al, 2016; O'Shea et al, 2017; Seo et al, 2019; Shah, 2019; Taberno et al, 2017). The Chilean educational system is based on educational policies that tend to emphasize academic performance and competition between schools for learning outcomes (standardized tests, such as the System for the Evaluation of the Quality of Education [SIMCE] or the University Selection Test [PSU]) over other activities and/or subjects (Oliva & Gascón, 2016), which could be related to the results obtained in the Self‐esteem indicators in this sample of students.…”

“…Some studies did not find significant differences between the levels of self‐esteem of children and adolescents with learning difficulties in relation to their unaffected peers (Musetti et al, 2019; Novita, 2016). However, most studies have observed lower levels of self‐esteem in children and adolescents with learning disabilities than in those who do not have them (Kucuker & Tekinarslan, 2015; Marinelli et al, 2016; O'Shea et al, 2017; Seo et al, 2019; Shah, 2019; Taberno et al, 2017). A study on pairs of children with learning difficulties and their unaffected siblings attributed this difference to the fact that they have fewer good qualities and feel they have little to be proud of; thus, they tend to view themselves as failures (Lahane et al, 2013).…”

Implicit Theories of Intelligence and Achievement Goals: A Look at Students’ Intrinsic Motivation and Achievement in Mathematics

“…This study focuses on lower-progress students because empirical studies have suggested that in general, lower-progress students relative to higher-progress have motivational related issues such as lower intrinsic motivation and self-determination (e.g., Chow and Yong, 2013 ; O’Shea et al, 2017 ), and lower self-esteem, more negative self-concepts, and poorer social adaptation ( Safree et al, 2009 ). Studies in Singapore have indeed found that lower-progress students had significantly lower mathematics achievements and mathematics self-concept than higher-progress students ( Liem et al, 2015 ).…”

“…For example, the same individual may have different mindsets and achievement goals in learning mathematics vs. participating in sports activities. Mathematics is chosen as the context in this study because there have been various reports on the motivational issues of lower-progress students in mathematics, a subject seen as cognitively demanding and anxiety-inducing for many students, in areas such as intrinsic motivation, mathematics value, mathematics enjoyment, and mathematics confidence (e.g., Herges et al, 2017 ; O’Shea et al, 2017 ). Research has highlighted that implicit theories of intelligence can have particular importance in challenging academic situations ( Costa and Faria, 2018 ).…”

A Synthesis on the Impact of Self‐Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities

“…In writing, students with LD appear less engaged and attribute success to factors outside of their own control, something that is less common for students with average literacy (García-Sánchez & de Caso-Fuertes, 2005). Similarly, in mathematics, differences exist between high-and low-achieving students with respect to self-efficacy, interest, and goal orientations (O'Shea et al, 2017).…”