NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ909890
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0731-9487
Confidence to Manage Learning: The Self-Efficacy for Self-Regulated Learning of Early Adolescents with Learning Disabilities
Klassen, Robert M.
Learning Disability Quarterly, v33 n1 p19-30 Win 2010
This study examined the self-efficacy for self-regulated learning of 146 early adolescents with and without learning disabilities (LD). Results from the study showed that a 7-item self-regulatory efficacy measure demonstrated factorial invariance for the adolescent sample and also for a validation sample of 208 undergraduates with and without LD. Adolescents with LD rated their self-regulatory efficacy and reading self-efficacy lower than their NLD peers. Hierarchical multiple regression showed that self-regulatory efficacy made a significant contribution to end-of-term English grade after controlling for sex, SES, reading self-efficacy, and reading score. Finally, students with LD who scored low on self-regulatory efficacy were significantly more likely than their higher-scoring LD peers to have a low end-of-term English grade, although there was no difference on a reading performance score. Several suggestions for teachers working with adolescents with LD are provided, along with directions for future research. (Contains 5 tables.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Grade 9; High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada