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ERIC Number: EJ920105
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0965-948X
Social-Identity and Self-Efficacy Concern for Disability Labels
Jodrell, David
Psychology Teaching Review, v16 n2 p111-121 2010
Introduction: Educational policy in the UK has moved towards inclusion (Lindsay, 2003), resulting in debate over the use of disability labels (Lauchlan & Boyle, 2007). Labelling influences social-identity (Olney & Brockelman, 2003), this paper suggests social-identity influences self-efficacy and, therefore, academic performance (Zimmerman, 1996, 2001). Aims: To investigate if past performance of in-group members will influence students' self-efficacy beliefs. Method: A convenience sample of 30 undergraduates was recruited, half of whom were dyslexic. Participants were split equally into three conditions and informed of either high-dyslexic or high non-dyslexic performance or were kept naive of past performance. Scores for efficacy beliefs were taken and analysed for differences between conditions. Results: For dyslexic participants both the high-dyslexic and high non-dyslexic performance conditions resulted in significantly differing self-efficacy scores when compared to dyslexic participants in the control group. Scores also significantly differed for non-dyslexic participants in the high-dyslexic performance compared to non-dyslexic controls, for one self-efficacy scale, however, no significant differences were found between non-dyslexic's in the control condition and those in the high non-dyslexic performance condition. Conclusions: While, dyslexic students showed predicted differences in efficacy scores relative to in-group member's performance. For non-dyslexic students, a significant difference was only found for those in the high-dyslexic performance condition. Therefore, results suggest that dyslexic students' self-efficacy was influenced by social identity. For non-dyslexics this was not the case. The small number of participant's per-condition and the impact of stereotyping are suggested as mitigating predicted significant differences in self-efficacy scores for non-dyslexics. The effect of past dyslexic performance on dyslexic self-efficacy scores is described in relation to disability labels. Due to alternative theoretical explications for data trends found, and methodological limitations the study's principal conclusion is the need to expand on findings demonstrated. (Contains 3 figures.)
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: Wide Range Achievement Test