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ERIC Number: EJ785935
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Self-Efficacy from the Perspective of Adolescents with LD and Their Specialist Teachers
Klassen, Robert M.; Lynch, Shane L.
Journal of Learning Disabilities, v40 n6 p494-507 Nov-Dec 2007
This study used qualitative methodology to investigate the self-efficacy beliefs of early adolescents with learning disabilities (LD). We conducted a series of focus group interviews with 28 Grade 8 and 9 students with LD and individual interviews with 7 specialist LD teachers. Content analyses of the student and teacher data resulted in 2 a priori and 3 inductive themes: self-efficacy, calibration and levels of self-efficacy, students' self-awareness, attributions for failure, and problems and solutions. The students viewed themselves as low in self-efficacy and generally accurate in the calibration of their efficacy and performance, whereas the teachers viewed the students as overconfident about academic tasks. In contrast to the teachers, the students viewed verbal persuasion as a valued source of self-efficacy. Students attributed their failures to lack of effort, whereas their teachers attributed student failure to uncontrollable deficits. Problems and solutions related to student motivation were discussed from student and teacher perspectives.
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A