Social-Emotional Development of Students with Learning Disabilities

Bender, William N.; Wall, Maureen E.

doi:10.2307/1511128

Cited by 113 publications

(92 citation statements)

References 154 publications

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“…Chapman and Prochnow (2000), showed that failure of students with dyslexia leads them to be less motivated in reading tasks. Bender and Wall (1994), reported that elementary students with learning disability have lower motivation. Additionally, Burden and Burdett (2005), findings revealed that the experience of dyslexia may lead to a major challenge to the self-esteem of some students with dyslexia or even to a negative impact upon their general self-development.…”

Section: Discussionmentioning

confidence: 99%

“…Students with dyslexia may appear to be unmotivated; however, their lack of motivation may actually result from chronic academic failure (McGrady, Lerner, & Boscardin, 2001). Bender and Wall (1994) reported that elementary students with learning disability have lower motivation than their peers without disability, given the repeated academic failure that many students with learning disability experience. Therefore, it is not surprising that these students with dyslexia are less motivated.…”

Section: Introductionmentioning

confidence: 99%

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A Comparison of the Reading Motivation and Reading Attitude of Students with Dyslexia and Students without Dyslexia in the Elementary Schools in Ilam, Iran

Mihandoost¹,

Elias²,

Sharifah³

et al. 2011

IJPS

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The purpose of this research is to compare reading motivation and reading attitude of students with dyslexia and students without dyslexia. The population of the study included 138 students with dyslexia studying in elementary schools in Ilam, Iran. Within this population, the researcher randomly selected 30 students for the pilot study. The remaining 108 dyslexic students were selected as the sample size but only 80 students with dyslexia participated in this study as the parents of the other and 28 parents' of students with dyslexia did not allowed their children to participate. The researcher also selected 80 normal students who had been homogenized and compared using the attitude and motivation scales. The reliability of the reading motivation and reading attitude scales was confirmed. The content validity of the scales was investigated using the judgment of 10 psychology experts. The analysis of the findings through independent t-test showed a significant difference between the students with dyslexia and the students without dyslexia at ρ<0.000.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Comparison of the Reading Motivation and Reading Attitude of Students with Dyslexia and Students without Dyslexia in the Elementary Schools in Ilam, Iran

Mihandoost¹,

Elias²,

Sharifah³

et al. 2011

IJPS

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“…Autonomy support led to intrinsic motivation and positive attitudes towards science. The deprivation of psychological needs, however, has been reported to lead to unfortunate consequences such as dropout (Eisenman 2007;Hardre and Reeve 2003) and, in extreme cases, criminality (Quinn et al 2005;Winters 1997) or even suicidal behaviour (Bender and Wall 1994;Svetaz et al 2000).…”

Section: Motivation Through the Lens Of Self-determined Learningmentioning

confidence: 99%

The role of self-determination in informal and formal science learning contexts

Salmi

Thuneberg

2018

Learning Environ Res

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The goal of this research was to explore cognitive, self-determined learning and autonomous motivational effects in the context of a mobile science exhibition (N = 256) in Finland. The pupils were sixth-graders with an average age of 12 years 6 months. Autonomy experience, as measured by the Relative Autonomy Index (RAI), had an effect on how the pupils liked learning science both at school and in a science centre context. The more autonomous that students feel, the more likely it is that they have intrinsic motivation in learning science. The RAI also predicted momentary situational motivation. The most important enhancer of situation motivation was liking science learning at school, but this was true only among boys; nevertheless, in general, girls were somewhat more motivated by the science exhibition than boys. There was no gap between boys and girls in postknowledge testing, suggesting that girls benefitted more from the science centre learning experience than boys. Although gender differences in the knowledge tests leveled, students having higher reasoning ability, measured by Raven, gained more from the exhibition than the others. Post-knowledge was explained most by pre-knowledge, but the overall substantial learning results were enhanced directly and indirectly by the motivational factors. The practical implication for the science centres is to offer both teachers and pupils learning materials to be used before and after the visits.

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“…Within integrated classrooms, students with special needs are more likely to be nominated by their nondisabled peers for aggressiveness and disruptiveness, and they are also more likely to be rejected by their schoolmates (Farmer, 2000;Farmer & Hollowell, 1994). Studies have also shown that students with learning disabilities are at a greater risk for depression and suicide (Bender, Rosenkrans, & Crane, 1999;Bender & Wall, 1994;Huntington & Bender, 1993;McBride & Seigel, 1997).…”

mentioning

confidence: 99%

Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education

Kam

Greenberg

Kusché

2004

Journal of Emotional and Behavioral Disorders

194

121

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In this study, the authors examined the long-term effectiveness of the PATHS (Promoting Alternative THinking Strategies) curriculum on the adjustment of school-age children with special needs. The PATHS curriculum focuses on promoting children's emotional development, self-regulation, and social problem—solving skills. Eighteen special education classrooms were randomly assigned to treatment and control conditions in this controlled trial. Teachers received both training and ongoing consultation and provided PATHS to students in Grades 1 through 3. Data were collected before the intervention and for 3 successive years. Growth curve analysis indicated that the intervention reduced the rate of growth of teacher-reported internalizing and externalizing behaviors 2 years after the intervention and produced a sustained reduction in depressive symptoms reported by the children. Discussion focuses on the need for social—emotional learning (SEL) programs in special education and factors that can promote SEL among children with special needs.

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Social-Emotional Development of Students with Learning Disabilities

Cited by 113 publications

References 154 publications

A Comparison of the Reading Motivation and Reading Attitude of Students with Dyslexia and Students without Dyslexia in the Elementary Schools in Ilam, Iran

A Comparison of the Reading Motivation and Reading Attitude of Students with Dyslexia and Students without Dyslexia in the Elementary Schools in Ilam, Iran

The role of self-determination in informal and formal science learning contexts

Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education

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