Positive and Negative Self-Perceptions: Is There a Cyclical Relationship between Teachers' and Students' Perceptions of Effort, Strategy Use, and Academic Performance

Autor/inn/en	Meltzer, Lynn; Reddy, Ranjini; Pollica, Laura Sales; Roditi, Bethany; Sayer, Julie; Theokas, Christina
Titel	Positive and Negative Self-Perceptions: Is There a Cyclical Relationship between Teachers' and Students' Perceptions of Effort, Strategy Use, and Academic Performance
Quelle	In: Learning Disabilities Research and Practice, 19 (2004) 1, S.33-44 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2004.00087.x
Schlagwörter	Student Attitudes; Academic Achievement; Learning Disabilities; Teacher Attitudes; Self Concept; Learning Strategies; Teacher Student Relationship; Comparative Analysis + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulleistung; Learning handicap; Lernbehinderung; Lehrerverhalten; Selbstkonzept; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6-8. A self-report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self-perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self-perceptions. Teachers viewed students with LD who had positive academic self-perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self-perceptions were judged by their teachers as making limited effort in school and achieving at a below-average level in comparison with their peers. Findings suggested a cyclical relationship between students' self-perceptions and their teachers' judgments and supported the notion of a reciprocal strategy-effort interaction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10