Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson, Evelyn S.; Clohessy, Anne B.; Chakravarthy, Pragnyaa |
|---|---|
| Titel | A Self-Regulated Learner Framework for Students with Learning Disabilities and Math Anxiety |
| Quelle | In: Intervention in School and Clinic, 56 (2021) 3, S.163-171 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451220942203 |
| Schlagwörter | Self Control; Students with Disabilities; Learning Disabilities; Mathematics Anxiety; Intervention; Emotional Response; Teacher Student Relationship; Self Concept; Self Determination; Resilience (Psychology) |
| Abstract | Students with math learning disabilities have been shown to experience math anxiety at rates nearly double those of their typical peers. Anxiety about math is thought to disrupt learning by co-opting attentional resources that could be used in problem-solving and may be caused by the way in which students interpret their math-related experiences. This article describes a math intervention designed through a framework of self-regulated learning that defines self-regulated learners as students who are connected, self-aware, self-determined, strategic, and resilient. Specifically described is an intervention that helps students regulate anxiety, initiate a problem-solving strategy, and advocate as needed to use approaches they find effective. (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 | 2024/1/01 |
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