Predictors Of Global Self-Worth And Academic Performance Among Regular Education, Learning Disabled, And Continuation High School Students

Adolescence, Fall, 1998 by Dudley J. Wiest, Eugene H. Wong, Dennis A. Kreil

Besides its impact on students' self-perceptions, perceived teacher control also influences learning. In a study that assigned children to one of three conditions of teacher control, Grolnick and Ryan (1987) found that conceptual learning improved in classrooms set up to accommodate active, autonomous learners. Skinner, Wellborn, and Connell (1990) have provided indirect support for the importance of autonomy in the classroom. They tested a path model in which teacher contingency (i.e., teacher provides clear expectations and feedback) and involvement (i.e., teacher shows interest in the student) were hypothesized to influence perceived control, which then would influence student engagement. Engagement, in turn, was hypothesized to influence grades. The path analysis supported their model; contingent and involved teachers did have a mediated influence on children's academic performance. Although autonomy was not directly assessed, teacher variables implied the existence of an autonomy-supportive environment. In sum, a number of studies have demonstrated the importance of a sense of autonomy (self-determination) within the academic environment.

Learning Disabled (LD) Students

A growing body of research has focused on the predictors of school performance among learning disabled students. Deci, Hodges, Pierson, and Tomassone (1992) investigated the self-perceptions of competence and autonomy of 450 students, ranging in age from 9 to 19 years. All were either learning disabled or emotionally handicapped and had been placed in special classes, apart from mainstream students, for the majority of the day. A number of variables were found to be important contributors to the achievement and adjustment of these special education students. Specifically, maternal autonomy support was more strongly related to the motivation of elementary school students, while teacher autonomy support was more strongly related to motivation in high school students. Further, students who tended to take responsibility and not place blame on others had higher achievement. In general, the most significant variables for predicting achievement and personal adjustment among LD students were associated with competen ce. Deci et al. concluded that motivationally related variables appear to be important for LD and emotionally handicapped youths, as was the case for the regular education population.

Grolnick and Ryan (1990) found intrapersonal variables to be important for LD students. In their study, LD youths perceived themselves as having lower academic competence than did matched students with the same cognitive abilities, but the same level of academic competence as peers labeled as "low achievers" who were not learning disabled. In the area of general self-worth, LD students were similar to those with matched intelligence, a random sample of "normal" peers, and the low-achieving group. Teachers, on the other hand, rated the LD students as less competent, less motivated, and lower in self-esteem. Apparently, how students perceive themselves depends upon the group (LD, low achiever, or normal), as well as the competence domain (e.g., academic, social, global). While many of these self-perceptions may be positive, teachers' perceptions of LD students may be less positive and unreflective of the affective experiences of these youths.