Motivational Beliefs and Self-Perceptions of Undergraduates with Learning Disabilities: Using the Expectancy-Value Model to Investigate College-Going Trajectories

Autor/inn/en	Daley, Samantha G.; Zeidan, Pamela
Titel	Motivational Beliefs and Self-Perceptions of Undergraduates with Learning Disabilities: Using the Expectancy-Value Model to Investigate College-Going Trajectories
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 25 (2020) 2, S.41-53 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Undergraduate Students; Student Motivation; Self Concept; Beliefs; Learning Disabilities; Students with Disabilities; Private Colleges; Mentors; Middle School Students; Social Influences; Cultural Influences; Experience; Goal Orientation; Course Selection (Students); Parent Attitudes; Expectation; High School Students; Parent Background; Educational Attainment; Grade Point Average; Teacher Influence; Clinical Diagnosis; Peer Influence; Academic Accommodations (Disabilities); Self Advocacy; Communities of Practice; Academic Support Services + Suchen Sie Ihr Suchwort? Schulische Motivation; Selbstkonzept; Belief; Glaube; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Privathochschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Sozialer Einfluss; Cultural influence; Kultureinfluss; Erfahrung; Zielorientierung; Zielvorstellung; Course selection; Kurswahl; Elternverhalten; Expectancy; Erwartung; High school; High schools; Oberschule; Elternhaus; Bildungsabschluss; Bildungsgut; Selbstbehauptung; Community
Abstract	This qualitative study examined the role and determinants of motivational beliefs and self-perceptions among six academically successful undergraduates with learning disabilities at private 4-year colleges who serve as mentors for middle-school students with similar learning challenges. Drawing on the expectancy-value theory of achievement-related decisions as a framework for understanding academic trajectories, themes focus on a) participants' social and cultural milieus, b) socializers' beliefs and behaviors, c) disability-related experiences, and d) individual goals and self-schemata. Findings countered expectations that sociocultural influences would hinder students' expectations for success and the importance they place on college education. Instead, protective factors including participation in rigorous high school coursework, high parental expectations, and membership in a learning disability community supported the decision to pursue and persist in post-secondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01