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Catalogue Information
Field name	Details
Nuova numerazione	76716
Collocazione	UPS BIBL CENTR 39-C-765
Autore	O'SHEA, A.
Titolo	Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Parte componente di periodico.
Descrizione fisica	pp. 80-96.
Nota generale	Estratto da: Contemporary Educational Psychology 2017, 50.
Riassunto	Prior research has documented differences in both performance and motivation between students with learning disabilities (LD) and non-learning disabled (non-LD) students. However, few studies have conducted a finer grained analysis comparing students with LD with nondisabled students of varying achievement levels. The present study examines differences between LD, low-achieving, average-achieving, and high-achieving adolescents on algebra performance and readiness, motivational constructs (competence expectancy, interest, and goal orientation in mathematics), and the discrepancy between students' competence and their perceptions of their own competence. Results indicate that while students with LD may demonstrate lower algebra readiness and algebra achievement and more inaccurate judgments of their own competence compared with the whole non-LD sample, critical differences in performance and motivation were most evident between high-achieving and low-achieving students, not students with learning disabilities.
Tipo di documento	RICERCA.
Soggetto	DISABILITÀ.
	STUDENTI.
	APPRENDIMENTO.
	ADOLESCENTI.
	PROBLEMI SCOLASTICI.
	PERFORMANCE.
	DIFFERENZA.
	MOTIVAZIONE.
	RENDIMENTO.
	USA.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	BOOTH, J. L.
	BARBIERI, C.
	MCGINN, K.M.
	YOUNG, L. K.
	OYER, M. H.
Titolo correlato	Contemporary Educational Psychology 2017, 50.
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-16344-001&lang=it&site=ehost-live

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Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels.