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

Amber O'Shea, Julie L. Booth, Christina Barbieri, Kelly M. McGinn, Laura K. Young, Melissa H. Oyer

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)80-96
Number of pages17
JournalContemporary Educational Psychology
Volume50
DOIs
StatePublished - Jul 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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