Achievement Goals, School Achievement, Self-Estimations of School Achievement, and Calibration in Students with and without Special Education Needs in Inclusive Education

Autor/inn/en	Schwab, Susanne; Hessels, Marco G. P.
Titel	Achievement Goals, School Achievement, Self-Estimations of School Achievement, and Calibration in Students with and without Special Education Needs in Inclusive Education
Quelle	In: Scandinavian Journal of Educational Research, 59 (2015) 4, S.461-477 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2014.932304
Schlagwörter	Academic Achievement; Goal Orientation; Special Education; Educational Needs; Prediction; Mastery Learning; German; Mathematics Achievement; Inclusion; Student Motivation; Correlation; Metacognition; Questionnaires; Foreign Countries; Culture Fair Tests; Intelligence Tests; Grade 7; Identification; Scores; Comparative Analysis; Multivariate Analysis; Multiple Regression Analysis; Austria + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf; Vorhersage; Deutscher; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Inklusion; Schulische Motivation; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fragebogen; Ausland; Intelligence test; Intelligenztest; School year 07; 7. Schuljahr; Schuljahr 07; Identifikation; Identifizierung; Multivariate Analyse; Österreich
Abstract	This study focuses on the goal orientation of students with and without special education needs (SEN) in inclusive schools. Participants were 186 students (110 boys; 76 girls) from Grade 7 (mean age = 13.83). Of these, 93 were diagnosed as having SEN, while the other 93 were mainstream students matched on IQ. Students without SEN scored significantly higher in mastery-goal orientation, while students with SEN had a significantly higher performance-avoidance orientation. Two-step regression analyses showed that SEN was the only variable to predict differences in both mastery orientation and performance-avoidance orientation, while actual school achievements in German and Mathematics, self-estimations of school achievement in these school domains, as well as calibration (all entered in Step 1) were not significant. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01