Reading Achievement, Mastery, and Performance Goal Structures among Students with Learning Disabilities: A Nonlinear Perspective

Autor/inn/en	Sideridis, Georgios D.; Stamovlasis, Dimitrios; Antoniou, Faye
Titel	Reading Achievement, Mastery, and Performance Goal Structures among Students with Learning Disabilities: A Nonlinear Perspective
Quelle	In: Journal of Learning Disabilities, 49 (2016) 6, S.631-643 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415576524
Schlagwörter	Mastery Learning; Reading Achievement; Goal Orientation; Learning Disabilities; Performance; Adolescents; Foreign Countries; Classroom Environment; Predictor Variables; Statistical Analysis; Accuracy; Longitudinal Studies; Decoding (Reading); Elementary School Students; Secondary School Students; Hypothesis Testing; Public Schools; Motivation; Greece; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Leseleistung; Zielorientierung; Zielvorstellung; Learning handicap; Lernbehinderung; Achievement; Leistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Klassenklima; Unterrichtsklima; Prädiktor; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Dekodierung; Sekundarschüler; Hypothesenprüfung; Hypothesentest; Public school; Öffentliche Schule; psychologische; Motivation (psychologisch); Griechenland
Abstract	The purpose of the present study was to examine the hypothesis that a nonlinear relationship exists between a performance-classroom climate and the reading achievement of adolescent students with learning disabilities (LD). Participants were 62 students with LD (Grades 5-9) from public elementary schools in northern Greece. Classroom climate was assessed using the "Patterns of Adaptive Learning Styles." Achievement in reading was assessed using a normative reading assessment. Data were analyzed by means of catastrophe theory in which the behavior is predicted as a function of two control variables, the asymmetry factor and the bifurcation factor. Reading achievement (word identification) was predicted by students' ability to decode pseudowords (asymmetry variable) and by a mastery or performance motivational discourse (bifurcation factor). Results indicated that in classrooms with a performance goal structure, the cusp model fit the data and accounted for 54% of the variance in real word identification. In this condition, the association between pseudoword reading and real word reading was nonlinear. When a mastery climate was tested as a bifurcation variable, results indicated that its effect was nonsignificant and that instead the linear model fitted the data more adequately. Thus, increases in a classroom's performance motivational discourse are associated with sudden, unpredictable, and discontinued changes in students' reading performance. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01