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

Abstract

The study of the variables that influence the performance of students with dyslexia has generally favored cognitive variables, while the influence of non-cognitive variables has been less explored. This study analyzed the importance of self-concept, causal attributions and goal orientation on performance in the Spanish Language subject of students with dyslexia, taking into account their gender. A sample of 84 students with dyslexia (46 boys and 38 girls) from 6 th grade of primary education was selected. Students were enrolled in 11 public elementary schools from Tenerife (Spain). All of them were of Spanish nationality and had been diagnosed in 3 rd grade with dyslexia by specialized professionals dependent on the Ministry of Education. The following instruments were used to evaluate the motivational variables: AF-5