Predicting LD on the Basis of Motivation, Metacognition, and Psychopathology

Abstract

We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%-55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.

Coping strategies of high school students with learning disabilities: a longitudinal qualitative study and grounded theory

“…Essentially a defensive pattern of behaviors (Sideridis et al 2006;Sideridis 2007), it includes lack of belief in help, lack of willingness to cooperate in treatment options, repression and denial of the situation, withdrawal behavior, tendency to weeping, depressive symptoms, giving up, and an exaggerated dependency on an adult figure(s). In some students, we found anorexia, suicidal thoughts, smoking, and dependence on drugs.…”

Reading, arithmetic, and task orientation—How are they related?

“…However, over and above common cognitive demands and neurological representations and functions, performance in reading and arithmetic is influenced by a number of motivational and emotional factors such as need of achievement, task orientation, helplessness, depression, anxiety, self-esteem, self-concept, loneliness, locus of control, goal commitment, psychological adjustment, metacognition, and self-regulation (for a recent review, see Sideris, Morgan, Botsas, Padeliadu, & Fuchs, 2006). There is indeed a long tradition of research on the role of motivation in school achievement (see e.g., Ames, 1992;Ames & Archer, 1988;Licht & Dweck, 1984;Uguroglu & Walberg, 1979).…”

Estrategias metacognitivas, motivación académica y rendimiento académico en alumnos ingresantes a una universidad de Lima metropolitana

“…Este resultado apoya lo encontrado por diversos autores con respecto a la fuerza de la relación entre la motivación académica y el rendimiento, así como la baja relación entre la metacognición y el desempeño (Sideridis, Morgan & Botsas, 2006;Wigfield & Eccles, 2002;Pintrich & Schunk, 2002;Eyring, 1995). puntaje total de la Escala de Motivación Académica (tabla 7).…”

“…A pesar de sus diferentes concepciones, existe mucha evidencia de su influencia en el rendimiento académico (Sideridis, Botsas & Morgan, 2006;Zimmerman, Kitsantas & Campillo, 2005;Torrano & González, 2004;Palinscar & Brown, 2002). En la presente investigación se estudió la motivación académica a través de tres constructos con amplio sustento empírico, elaborando una medida basada en estas perspectivas.…”