Academic Self-Efficacy of Post-Secondary Students with and without Learning Disabilities.Report as inadecuate




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Predicted and actual scores on subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Wide Range Achievement Test-Revised (WRAT-R) were obtained from 40 normally achieving postsecondary students (NA) and 92 adult students with learning disabilities (LD). LD students had major deficits in reading-related areas. It was hypothesized that, in their perceived deficit areas, students with LD would have different response patterns than NA students; that is, they would tend to have accurate estimates or underestimates of their responses, while NA students would tend to overestimate their performance on various tasks, as predicted by the work of A. Bandura (1989). It was also predicted that in their nonperceived deficit areas, students with LD would tend to have response patterns similar to those of NA students. Repeated measures analysis of variance found significant three-way interactions by group for predicted/actual scores by subtests for the WRAT-R and the WAIS-R. In the Reading subtest of the WRAT-R and in three of the WAIS-R verbal subtests, the first hypothesis was supported unambiguously. Students with LD had accurate predictions, while NA students overestimated significantly. In the Performance section of the WAIS-R, the second hypothesis was also supported. Differences between predicted and actual scores were similar for both groups. Implications for research and practice are discussed. (Contains 2 figures, 3 tables, and 19 references.) (Author/SLD)

Descriptors: Academic Achievement, Achievement Tests, Adults, Analysis of Variance, Higher Education, Intelligence Tests, Learning Disabilities, Prediction, Reading Difficulties, Responses, Scores, Self Efficacy, Verbal Tests











Author: Slemon, Jill C.; Shafrir, Uri

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12502&id=ED413335







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