Self-Efficacy Differences Among Mildly Handicapped, Gifted, and Nonhandicapped Students

Abstract

handicapped students reported lower academic and social self-efficacy than their nonhandicapped and gifted peers. No differences in academic self-efficacy were reported between gifted and nonhandicapped students; however, gifted students reported lower social self-efficacy beliefs than nonhandicapped students. Implications for mainstreaming practices and future research are discussed.

A comparison of individual qualities of resiliency in adolescents with mild intellectual disability and typically developing adolescents

“…Gilmore and colleagues (2013) also examined the influence of gender on the RSCA scores and found no significant differences except that girls reported higher sensitivity than boys. With regard to individual qualities in the sense of mastery domain, the obtained results are in accordance with the findings of other authors indicating that there were no significant gender differences in self-efficacy in persons with ID (Gresham et al, 1988;Payne & Jahoda, 2004). Nota and associates (2010) explained the lack of differences in self-efficacy beliefs in male and female persons with ID by the fact that school and extra scholastic activities for individuals with ID were rarely differentiated by gender, and thus girls and boys with ID mainly had similar experiences.…”

“…In a meta-analytic review of studies on self-serving attributional bias, Mezulis and colleagues (2004) concluded that, in the general population, the level of positivity bias in attributions was the lowest in early adolescence (12-14 years of age) when a person starts realizing that frequent failures can be the result of lower abilities. The obtained findings indicating the absence of significant age differences in self-efficacy are supported by the results of previous studies (Gresham et al, 1988;Payne & Jahoda, 2004). Similarly, the results which refer to sense of relatedness are consistent with the findings of other authors according to which, in persons with ID, there were no significant age differences in social skills (Adeniyi & Omigbodun, 2016;Heiman & Margalit, 1998), peer acceptance and relations (Heiman & Margalit, 1998;Wendelborg & Kvello, 2010), and perceived social support (Lunsky & Benson, 2001).…”

“…Zigler and associates (1999) reported that persons with ID were more dependent on adults, that their expectations of success in solving tasks were low, and that they were less interested in new situations. The/A lower level of sense of mastery in persons with ID is usually related to a past history of failure experiences (Gresham et al, 1988;Zigler et al, 1999). Bearing in mind that Gilmore and colleagues (2013) did not find significant differences in the sense of mastery level between children with and without ID, it can be assumed that these differences become conspicuous at an older age and that they are related to accumulated failure experiences, limited possibilities for acquiring new experiences, and more objective self-assessment.…”

Self-efficacy Beliefs in Mathematics, Native Language Literacy and Foreign Language Amongst Boys and Girls with and without Mathematic Difficulties

“…There are examples that explore children with comorbid LD/attention deficit hyperactivity disorder (Tabassam & Grainger, 2002), writing LD and dyslexia (Burden, 2008;Page-Voth & Graham, 1999), LD in mathematics (Jones, Wilson, & Bhojwani, 1997), and mainstream mildly handicapped children with LD (Gresham, Evans, & Eliott, 1988). However, to our knowledge, there are no studies that have examined children with comorbid mathematics and reading difficulties or compared such children with specific mathematical difficulties in order to explore selfefficacy.…”

Children's academic self-perceptions: the influences of social comparison and classroom setting

“…Youngsters comparing themselves to others who are doing well academically will have lower academic self-esteem than those who can compare themselves to peers with similar abilities (Schunk, 1989b). Relevant recent research shows that for mainstreamed slower students, academic selfesteem is lower in regular education settings than In pullout classrooms (Bear, Cleaver, & Proctor, 1991;Gresham, Evans & Elliott, 1988). Has the potential influence of REI on academic self-perceptions of students been considered?…”