The identification of self-determination of primary school students at risk for learning disabilities: the role of cognitive and meta-cognitive abilities and environmental opportunities
Published:
Feb 1, 2016
Keywords:
learning disabilities metacognitive skills motivation self-determination
Abstract
Introduction: Students at risk for learning disabilities have limited metacognitive skills and low self-esteem that puts them at risk for low motivation and self- determination. Self-determination depends not only on cognitive and metacognitive students’ skills, but also on the opportunities provided by the family and school environment.
Purpose of the study: To identify the level of self-determination of primary school students at risk for learning disabilities in relation to their typically developed classmates, as portrayed by the students themselves and their mothers.
Methods¨The study sample consisted of 70 primary school students in the sixth grade and their mothers. Thirty-seven of them were typically developed students and 33 were at risk for learning disabilities. For the identification of students, the Greek standardized version of DTLA-4 was applied. For the data collection, the AIR Self-Determination Scale was used.
Findings: Students at risk for learning disabilities thought that they are less self-determined than their typically developed classmates. Mothers with typically developed children and children at risk for learning disabilities believed that their children are less self-determined than what their own children believed. All students thought that the opportunities for promoting their self-determination skills were greater within their families than in their schools contrary to what their mothers believed.
Conclusions: Because of the small sample size, it is unclear if the results can be generalized to the wider population. Still, this study can be considered for future research. Nowadays, learning disability is best understood as a function of the developmental interaction between the child’s inherent difficulties, whose causes are still unknown, and environmental factors. Therefore, there is a need for systematic provision of opportunities for self-determination to all students, with an emphasis on students at risk for disabilities at an early age. For doing so, school-family cooperation is needed towards the teaching of metacognitive skills and enhancing motivation for all students.Article Details
- How to Cite
-
Vouyoukas, K. (2016). The identification of self-determination of primary school students at risk for learning disabilities: the role of cognitive and meta-cognitive abilities and environmental opportunities. Dialogoi! Theory and Praxis in Education, 1, 36–55. https://doi.org/10.12681/dial.1987
- Issue
- Vol. 1 (2015)
- Section
- Special Theme
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
References
Agran, M., Cavin, M., Wehmeyer, M., & Palmer, S. (2006). Participation of students with moderate to severe disabilities in the general curriculum: the effects of the self-determined learning model of instruction. Research and Practice for Persons with Severe Disabilities, 31, 230-241.
Agran, M., & Martin, J. (2014). Enhancing competence and independence. In K. Storey & D. Hunter (Eds.), The Road Ahead: Transition to Adult Life for Persons with Disabilities (pp. 31-59). Amsterdam: IOS Press.
Agran, M., Wehmeyer, M. L., Covin, M., & Palmer, S. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development and Transition for Exceptional Individuals, 31, 106-114.
Al-Yagon, M. (2003). Children at risk for learning disorders: multiple perspectives. Journal of Learning Disabilities, 36, 318-335.
Baird, G. L., Scott, W. D., Dearing, E., & Hamill, S. K. (2009). Cognitive self-regulation in youth with and without learning disabilities: academic self-efficacy, theories of intelligence, learning vs performance, goal preferences, and effort attributions. Journal of Social and Clinical Psychology, 28, 881-908.
Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2013). Parent Assessments of Self-determination Importance and Performance for Students with Autism or Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 118(1), 16-31.
Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. (2006). Self-determination skills and opportunities of transition-age youth with emotional disturbance and learning disabilities. Exceptional Children, 72, 333-346.
Carter, E. W., Owens, L., Trainor, A. A., Sun, Y., & Swedeen, B. (2009). Self-determination skills and opportunities of adolescents with severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 114, 179-192.
Carter, E. W., Trainor, A., Owens, L., Sweden, B., & Sun, Y. (2010). Self-determination prospects of youth with incidence disabilities. Divergent perspectives and related factors. Journal of Emotional and Behavioral Disorders, 18(2), 67-81.
Cobb, B., & Alwell, M. (2009). Self-determination for students with disabilities: a narrative metasynthesis. Career Development for Exceptional Individuals, 32, 108-114.
Cosden, M., Elliott, K., Noble, S., & Kelemen, E. (1999). Self understanding and self esteem in children with learning disabilities. Learning Disability Quarterly, 22, 279-290.
Field, S. (1996). Self-determination instructional strategies for youth with learning disabilities. Journal of Learning Disabilities, 29, 40-52.
Field, S., & Hoffman, A. (1996). Steps to Self-determination: A Curriculum to Help Adolescents Learn to Achieve their Goals. Austin: TX, Pro-Ed.
Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). Self-determination for persons with disabilities: a position statement of the division on career development and transition. Career Development for Exceptional Students, 21, 113-128.
Field, S., Sarver, M. D., & Shaw, S. F. (2003). Self-determination: a key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, 339-349.
Gans, A., Kenny, M., & Ghany, D. (2003). Comparing the self-concept of students with and without learning disabilities. Journal of Learning Disabilities, 36, 287-295.
Georgas, J. (1988). An ecological and social crosscultural model: the case of Greece. In J. W. Berry, S. H. Irvine, & E. B. Hunt (Eds.), Indigenous Cognition: Functioning in Cultural Context (pp. 105-123). Dordrecht: Martinus Nijhoff.
Grigal, M., Neubert, D., Moon, S., & Graham, S. (2003). Self-determination for students with disabilities: views of parents and teachers. Council for Exceptional Children, 70(1), 97-112.
Hammill, D. D., & Bryant, B. R. (2005). Detroit Tests of Learning Aptitude-Primary. Austin, TX: Pro-ed.
Hampton, N. Z., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41, 101-112.
Heiman, T. (2006). Assessing learning styles among students with and without learning disabilities at a distance-learning university. Learning Disabilities Quarterly, 29(1), 55-63.
Hoffman, Α., Field, S., & Sawilowksy, S. (2004). Self-Determination Assessment Battery User’s Guide (3rd ed.). South Central Kansas: Special Education Cooperative.
Klassen, R. (2002). A question of calibration: a review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly, 25, 88-102.
Konrad, M., Fowler, C. H., Walker, A. R., Test, D. W., & Wood, W. M. (2007). Effects of self-determination interventions on the academic skills of students with learning disabilities. Learning Disability Quarterly, 30, 89-113.
Konrad, M., Walker, A. R., Fowler, C. H., Test, D. W., & Wood, W. M. (2008). A model for aligning self-determination and general curriculum standards. Teaching Exceptional Children, 40(3), 53-64.
Kremer-Hayon, L., & Tillema, H. H. (1999). Self-regulated learning in the context of teacher education. Teaching and Teacher Education, 15, 507-522.
Lee, S. H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, 91-107.
Margalit, M., & Al-Yagon, M. (2002). The loneliness experience of children with learning disabilities. In B. Y. L. Wong & M. Donahue (Eds.), The Social Dimensions of Learning Disabilities (pp. 53-77). London: Lawrence.
Martin, J. E., & Marshall, L. H. (1996). ChoiceMaker Self-Determination Transition Assessment. Longmont, CO: Sopris West.
Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M. E. (2003). Increasing self-determination: teaching students to plan, work, evaluate and adjust. Exceptional Children, 69, 431-447.
Mehta, C., & Patel, R. (1996). SPSS Exact Tests 7.0 for Windows. Chicago: SPSS Inc.
Mithaug, D. E., Mithaug, D., Agran, M., Martin, J., & Wehmeyer, M. L. (2003). Self-Determined Learning Theory: Construction, Verification, and Evaluation. Mahwah, NJ: Lawrence Erlbaum.
Morrison, F. J., & Cooney, R. R. (2002). Parenting and academic achievement: multiple paths to early literacy. In G. Borkowski, S. Landesman Ramey, & M. Bristol Power (Eds.), Parenting and the Child’s World: Influences on Academic, Intellectual, and Social-Emotional Development (pp. 141-160). NJ: Erlbaum.
Padeliadou, S. (1998). Time demands and experienced stress in Greek mothers of children with Down syndrome. Journal of Intellectual Disability Research, 42 144-153.
Pierson, M., Carter, E., Lane, K. L., & Glaeser, B. (2008). Factors influencing the self-determination of transition-age youth with high-incidence disabilities. Career Development for Exceptional Individuals, 31, 115-125.
Passolunghi, M. C., & Siegel, L. S. (2001). Short term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. Journal of Experimental Child Psychology, 80, 44-57.
Reid, R. (1996). Research in self-monitoring with students with learning disabilities: the present, the prospects, the pitfalls. Journal of Learning Disabilities, 29, 317-331.
Sands, D. J., & Doll, B. (1996). Fostering self-determination is a developmental task. Journal of Special Education, 30, 58–76.
Sarver, M. D. (2000). A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities (Unpublished Doctoral Dissertation). University of Florida: Gainesville.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73, 488-509.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2008). Understanding the construct of self-determination. Examining the relationship between the Arc’s self-determination scale and the American institutes for research self-determination scale (Air). Assessment for Effective Intervention, 33, 94-107.
Stone, C. A., Bradley, K., & Kleiner, J. (2002). Parental understanding of children with language/learning disabilities and its role in the creation of scaffolding opportunities. In B. Y. L Wong & M. Donahue (Eds.), The Social Dimensions of Learning Disabilities (pp. 133-161). London: Lawrence.
Τζουριάδου, Μ. (2011). Μαθησιακές Δυσκολίες. Θέματα Eρμηνείας και Aντιμετώπισης. Θεσσαλονίκη: Προμηθεύς.
Τζουριάδου, Μ., Αναγνωστοπούλου, Ε., Τουτουντζή, Ε., & Ψωινού, Μ. (2008). Detroit Test Μαθησιακής Επάρκειας, DTLA (DTLA-P:3, DTLA-4) (Detroit Test of Learning Aptitude). Α.Π.Θ., Υπουργείο Παιδείας, ΕΠΕΑΕΚ, Μέτρο 1.1-Ενέργεια1.1.3, Θεσσαλονίκη.
Τζουριάδου, Μ., & Αναγνωστοπούλου, Ε. (2011). Παιδαγωγικά Προγράμματα για Παιδιά με Δυσκολίες Μάθησης. Θεσσαλονίκη: Προμηθεύς.
Valas, H. (2001). Learned helplessness and psychological adjustment: effects of learning disabilities and low achievement. Scandinavian Journal of Educational Research, 45, 101-114.
Van Gelder, N., Sitlington, P. L., & Pugh, K. M. (2008). Perceived self-determination of youth with emotional and behavior disorders. Journal of Disability Policy Studies, 19, 182-190.
Waber, D. P. (2010). Rethinking Learning Disabilities: Understanding Children Who Struggle in School. New York: Guilford Press.
Wehmeyer, M. L., Abery, B., Mithaug, D. E., & Stancliffe, R. (2003). Self-Determination: Theoretical Foundations for Education. Springfield, IL: Charles C. Thomas.
Wehmeyer, M. L., & Garner, N. W. (2003). The impact of personal characteristics of people with intellectual and developmental disability on self-determination and autonomous functioning. Journal of Applied Research in Intellectual Disabilities, 16, 255-265.
Wehmeyer, M. L., & Kelchner, K. (1995). The Arc’s Self-Determination Scale. Arlington, TX: The Arc National Headquarters.
Wehmeyer, M. L., & Palmer, S. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: the impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.
Wehmeyer, M. L., Palmer, S. B., Lee, Y., Williams-Diehm, K., & Shogren, K. (2011). A randomized-trial evaluation of the effect of whose future is it anyway? on self-determination. Career Development for Exceptional Children, 34, 45-56.
Wolman, J. M., Campeau, P. L., Dubois, P. A., Mithaug, D. E., & Stolarski V. S. (1994). AIR Self-Determination Scale and User Guide. Palo Alto, CA: American Institutes for Research.
Wong, B. Y. L. (1998). Learning about Learning Disabilities. San Diego: Academic Press.
Wright-Strawderman, C., & Watson, B. L. (1992). The prevalence of depressive symptoms in children with learning disabilities. Journal of Learning Disabilities, 25, 258-264.
Zhang, D., Katsiyannis, A., & Zhang, J. (2002). Teacher and parent practice on fostering self-determination of high school students with mild disabilities. Career Development and Transition for Exceptional Individuals, 25, 157-169.
