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- Title
CONFIDENCE TO MANAGE LEARNING: THE SELF-EFFICACY FOR SELF-REGULATED LEARNING OF EARLY ADOLESCENTS WITH LEARNING DISABILITIES.
- Authors
Klassen, Robert M.
- Abstract
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.
- Subjects
LEARNING disabilities; SELF-efficacy; TEENAGERS; READING; ENGLISH language education; SPECIAL education
- Publication
Learning Disability Quarterly, 2010, Vol 33, Issue 1, p19
- ISSN
0731-9487
- Publication type
Article
- DOI
10.1177/073194871003300102