ERIC Number: EJ1019651
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Perceptions of Academic Performance: Positive Illusions in Adolescents with and without Learning Disabilities
Heath, Nancy; Roberts, Elizabeth; Toste, Jessica R.
Journal of Learning Disabilities, v46 n5 p402-412 Sep-Oct 2013
Children with academic and behavioral difficulties have been found to report overly positive self-perceptions of performance in their areas of specific deficit. Researchers typically investigate self-perceptions in reference to both actual performance and ratings by teachers, peers, and parents. However, few studies have investigated whether or not adolescents with difficulty report overly positive self-perceptions. The present study sought to investigate self-perceptions of performance in the domains of spelling and math among a sample of adolescents with and without learning disabilities (LD). A total of 58 adolescents with and without LD participated. Adolescents with LD significantly overestimated their performance in math relative to their actual performance, but not in spelling, reflecting the predominant difficulty of the sample in the area of math rather than spelling. In addition, the magnitude of the gap between math predictions and actual performance was significantly greater for the group with LD than the group without LD. Findings support the existence of positive illusions in specific areas of deficit.
Descriptors: Self Concept, Adolescents, Learning Disabilities, Comparative Analysis, Spelling, Mathematics Skills, Ability, Prediction, Behavior Problems, Attention Deficit Hyperactivity Disorder, Adolescent Development, Misconceptions, High School Students, Student Characteristics, Family Characteristics, Parent Attitudes, Mathematics Achievement, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Conners Rating Scales; Wechsler Intelligence Scale for Children; Wide Range Achievement Test
Grant or Contract Numbers: N/A