Teachers' Perceptions of Academic Intrinsic Motivation for Students with Disabilities

Autor/inn/en	Daniel, Johny R.; Cooc, North
Titel	Teachers' Perceptions of Academic Intrinsic Motivation for Students with Disabilities
Quelle	In: Journal of Special Education, 52 (2018) 2, S.101-112 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniel, Johny R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918765276
Schlagwörter	Teacher Attitudes; Student Motivation; Correlation; Regression (Statistics); Intellectual Disability; Learning Disabilities; Autism; Self Determination; Severity (of Disability); Predictor Variables; Longitudinal Studies; Expectation + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulische Motivation; Korrelation; Regression; Regressionsanalyse; Intellect; Disability; Disabilities; Verstand; Behinderung; Learning handicap; Lernbehinderung; Autismus; Selbstbestimmung; Schweregrad; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Expectancy; Erwartung
Abstract	Students who report high levels of intrinsic motivation (IM) perform better on academic tasks compared with students who report low levels of IM. However, there is a paucity of data on IM for several disability categories (e.g., intellectual disability). The focus of this study was to use a nationally representative sample of students with disabilities to understand whether teachers' perceptions of students' academic IM varied by disability categories. Correlation and regression models were used to determine factors that influenced teachers' perceptions of academic IM for students with disabilities. Controlling for external factors, such as parental expectation of their child's academic career and teachers' pedagogical competence, attenuated gaps in teacher perception of student IM between students with intellectual disability and learning disability. Including student classroom collaboration variables such as frequency of participation in peer work and classroom discussion to the model reduced disparities in teacher-perceived academic IM between students with autism and learning disabilities. (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