Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students

Seyed, Sepideh; Salmani, Masoomeh; Nezhad, Fatemeh Motahari; Noruzi, Reyhaneh

doi:10.5812/mejrh.44558

Cited by 11 publications

(11 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All Rights Reserved. (Seyed, Salmani, Motahari Nezhad, & Noruzi, 2017). However, a more distinctive report by Prasad (2017) about the adjustment of PWD using the CAS test, the same measure utilized in the present study, found that they struggle with anxiety, depression, suicidal ideation, and career and interpersonal problems.…”

Section: College Adjustment Of Pwdmentioning

confidence: 43%

College Readiness and Adjustment of Filipino K-12 Graduates: A Focus on Persons with Disabilities

Vecaldo

Mamba

Tamayao

et al. 2020

Humanities and Social Sciences Letters

View full text Add to dashboard Cite

This study attempted to fill in the gaps on the dearth of literature exploring the college readiness and adjustment of PWD K-12 graduates as they transition from basic to tertiary education. These two constructs were measured using the College Readiness Test (CRT) and the College Adjustment Scales (CAS) test. The data were obtained from 74 PWD in a public university in Northern Philippines. The employment of the descriptive correlation design revealed that most of the respondents were college unready. However, they manifested favorable adjustment to developmental and psychological problems except for depression and suicidal ideation. With the use of Kendall's tau-b analysis, the results show that PWD K-12 graduates who are more college ready tend to adjust better regarding substance abuse (the use of drugs, alcohol, inhalants, and solvents). Thus, it is highly recommended that college readiness be enhanced in basic education because it is a critical factor in the college adjustment of students with disabilities. Higher education institutions (HEIs) also need to craft and implement specific interventions, with a focus on depression management, to address the high depression and suicidal ideation among PWD students as they are cardinal signals of maladjustment that may lead to serious behavioral problems. Contribution/Originality: The study is one of the first attempts to document the college readiness and college adjustment of PWD K-12 graduates in the Philippines. It provides education policymakers with viable insights for carrying out interventions that may enhance the college readiness and adjustment of PWD, ensuring their seamless transition from basic to tertiary education.

show abstract

Section: College Adjustment Of Pwdmentioning

confidence: 43%

College Readiness and Adjustment of Filipino K-12 Graduates: A Focus on Persons with Disabilities

Vecaldo

Mamba

Tamayao

et al. 2020

Humanities and Social Sciences Letters

View full text Add to dashboard Cite

show abstract

“…In general, social support and self-efficacy can be considered as important factors for stress resistance (Everly and Lating, 2019). These factors are less developed in adults with MID (Abbaszadeh and Sardoie, 2016;Seyed et al, 2017). The relatively high impact of daily stressors, such as taxing social interactions, may also be explained by the lack of control over both minor daily and major life decisions (Hartley and MacLean, 2009b;Dulin et al, 2013;Scott and Havercamp, 2014).…”

Section: Experience Of Stress In People With Midmentioning

confidence: 99%

Music Therapy Interventions for Stress Reduction in Adults With Mild Intellectual Disabilities: Perspectives From Clinical Practice

et al. 2020

View full text Add to dashboard Cite

Stress is increasingly being recognized as one of the main factors that is negatively affecting our health, and therefore there is a need to regulate daily stress and prevent long-term stress. This need seems particularly important for adults with mild intellectual disabilities (MID) who have been shown to have more difficulties coping with stress than adults without intellectual disabilities. Hence, the development of music therapy interventions for stress reduction, particularly within populations where needs may be greater, is becoming increasingly important. In order to gain more insight into the practice-based knowledge on how music therapists lower stress levels of their patients with MID during music therapy sessions, we conducted focus group interviews with music therapists working with adults with MID (N = 13) from different countries and clinical institutions in Europe. Results provide an overview of the most-used interventions for stress reduction within and outside of music. Data-analysis resulted in the further specification of therapeutic goals, intervention techniques, the use of musical instruments, and related therapeutic change factors. The main findings indicate that music therapists used little to no receptive (e.g., music listening) interventions for stress reduction, but preferred to use active interventions, which were mainly based on musical improvisation. Results show that three therapy goals for stress relief could be distinguished. The goal of “synchronizing” can be seen as a sub goal because it often precedes working on the other two goals of “tension release” or “direct relaxation,” which can also be seen as two ways of reaching stress reduction in adults with MID through music therapy interventions. Furthermore, the tempo and the dynamics of the music are considered as the most important musical components to reduce stress in adults with MID. Practical implications for stress-reducing music therapy interventions for adults with MID are discussed as well as recommendations for future research.

show abstract

“…Comparative studies, both national and international, have reported below benchmark achievements among Ghanaian basic school students in mathematics (Anamuah- Mensah & Mereku, 2005;Anamuah-Mensah, Mereku, & Asabere-Ameyaw, 2008;Butakor, Ampadu, & Cole, 2017;Gunhan, 2014;Mullis, Martin, & Foy, 2008). Studies have shown that academic achievement has several determinant extending from socio-economic status (Barakzai & Fraser, 2005), learning disabilities (Seyed, Salmani, Nezhad, & Noruzi, 2017), students interest (Alfa & Karim, 2016), teaching methods (Asante & Mereku, 2012), school entry modalities (Cameson & Wilson, 2011), and to Gender (Cunningham, 2016). Studies are fast refuting many past beliefs that males perform better than females (Abubakar, 2010;Erdoğan, Baloğlu, & Kesici, 2011) and prompting more investigations.…”

Section: Problem Statementmentioning

confidence: 99%

A Comparative Study of Male and Female Distance Learners’ Mathematics Achievement

Akayuure

Armah

2020

Contemporary Mathematics and Science Education

View full text Add to dashboard Cite

The purpose of this Ex Post facto study was to investigate the difference in mathematics achievement between male and female learners offering Diploma in Basic Education (DBE) by distance at the Institute for Distance and e-Learning (IDeL), University of Education, Winneba (UEW). Three consecutive year cohort groups (i.e. 2015, 2016 and 2017) of DBE distance learners were purposively selected from all the forty distance education centers of IDeL-UEW. There were 6,468, 3,483 and 3,276 learners in the 2015, 2016 and 2017 year groups respectively. This gave a sample size of 13,227 distance learners for the study. The End-of-semester mathematics examinations grades of the learners in Math I and Math II were retrieved from the UEW-IDeL registry and analysed comparatively using Chi-Square tests. Generally, the results show a below average performance in mathematics for both genders. However, there were statistically significant differences in the achievement of Mathematics between male and female distance learners in each of the three years with the males attaining higher grades than their female counterparts. It is recommended that teacher education institutions engaged in distance programmes should pay special attention to the gender gap in mathematics achievement and adopt strategies to motivate them to pursue the subject.

show abstract

Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students

Cited by 11 publications

References 20 publications

College Readiness and Adjustment of Filipino K-12 Graduates: A Focus on Persons with Disabilities

College Readiness and Adjustment of Filipino K-12 Graduates: A Focus on Persons with Disabilities

Music Therapy Interventions for Stress Reduction in Adults With Mild Intellectual Disabilities: Perspectives From Clinical Practice

A Comparative Study of Male and Female Distance Learners’ Mathematics Achievement

Contact Info

Product

Resources

About