Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach

A Systematic Literature Review: The Self-Concept of Students With Learning Disabilities

“…As the above research suggests, LD is most often conceptualized based on a discrepancy between ability and performance. Contrary to the U.S. and Canada conceptualization, LD is not used to describe a developmental disorder in Germany; instead, "learning difficulty" stands for "special educational needs for learning," a highly heterogeneous population, as evidenced in the German school system categorization (Knickenberg et al, 2020;Trautner & Schwinger, 2018). In a study conducted in Australia (White, 2020), LD is referred to as a subgroup of students who have low performance compared with their age-matched peers with the absence of other diagnosis (e.g., physical, sensory, or cognitive).…”

“…We found that sample sizes highly varied, ranging from 19 participants to 682 participants, with a total of 2,687 students with LD in this review. The sample characteristics reported most often, in seven articles, were child grade and child age (Huang et al, 2021; Joyce & Yates, 2007; Knickenberg et al, 2020; Möller et al, 2009; Núñez et al, 2011; Szenczi et al, 2018; Trautner & Schwinger, 2018). In addition, only child grade was reported in six articles (Girli & Öztürk, 2017; Schmidt et al, 2021; Stone & May, 2002; Tabassam & Grainger, 2002; Vaknin-Nusbaum & Nevo, 2021; White, 2020) and only child age was reported in three articles (Dyson, 2003; Núñez et al, 2005; Vettiyadan et al, 2018).…”

Relationship of motivational variables and gender with the academic performance in Spanish Language subject in students with dyslexia

“…The results confirmed that, regardless of gender, academic self-concept was one of the most important predictors of academic performance in students with dyslexia. The importance of academic self-concept in performance has been reported with samples of different ages (Ehm et al, 2019;Hansen & Henderson, 2019;Trautner & Schwinger, 2018), but little was known about its predictive ability in the performance of students with dyslexia. The findings found in the present study support that academic self-concept is the motivational factor with the greatest predictive capacity in the performance of the Spanish Language, both in boys and girls.…”

Zur Güte von Evaluationsstudien deutschsprachiger Rechtschreibtrainings

“…Pajares, 2003) (Bear, Minke & Manning, 2002;McArthur, Filardi, Francis, Boyes & Badcock, 2020). Die hierzu verfügbaren Untersuchungen zeigen jedoch die er warteten Zusammenhänge, wonach höhere schreibbezo gene Fähigkeitsselbstkonzepte mit besseren Leistungen in Rechtschreibtests einhergehen (Ehm, Lindberg & Hassel horn, 2014;Gorges, Neumann, Wild, Stranghörner & LütjeKlose, 2018;Trautner & Schwinger, 2018). Darüber hinaus konnte ein moderat positiver Zusammenhang zwi schen dem rechtsschreibbezogenen Fähigkeitsselbstkon zept und der Leistung in standardisierten Rechtschreib tests nachgewiesen werden (z.…”

“…Neben der Erläuterung wie motiva tionale Faktoren gefördert werden sollte zudem der Wert einer gesteigerten Rechtschreibmotivation als direktem Outcome stärker elaboriert werden. Wie im Einleitungs teil beschrieben weist die Forschung sehr deutlich auf positive Wechselwirkungsprozesse hin (Ehm et al, 2014;Gorges et al, 2018;Guo et al, 2015;Niepel et al, 2014;Olivier et al, 2018;Trautner & Schwinger, 2018;Weidin ger et al, 2017). Somit ist davon auszugehen, dass eine Rechtschreibförderung, die neben der Verbesserung der eigentlichen Rechtschreibleistungen auch klar eine Stär kung der rechtschreibbezogenen Motivation fokussiert, nachhaltigere Erfolge nach sich ziehen dürfte.…”