The Role of Fairness and Basic Psychological Needs in Understanding Dyslexic Students' Emotions in Classroom Assessment

Autor/inn/en	Daniels, Lia M.; Goegan, Lauren D.; Parker, Patti C.
Titel	The Role of Fairness and Basic Psychological Needs in Understanding Dyslexic Students' Emotions in Classroom Assessment
Quelle	In: Learning Disabilities: A Contemporary Journal, 21 (2023) 2, S.159-176 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Dyslexia; Students with Disabilities; Emotional Response; Coping; Student Evaluation; Student Attitudes; Psychological Patterns; Student Needs; Competence; Personal Autonomy; Relevance (Education); Well Being; Summative Evaluation + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Emotionales Verhalten; Bewältigung; Schulnote; Studentische Bewertung; Schülerverhalten; Kompetenz; Individuelle Autonomie; Relevance; Relevanz; Well-being; Wellness; Wohlbefinden
Abstract	Post-secondary students with learning disabilities like dyslexia experience a wide range of emotions related to classroom assessment, perhaps in part because assessment may feel unfair and undermine principles related to wellbeing. To mitigate negative emotions, researchers tend to focus on teaching students how to cope with test anxiety and exam stress or encouraging instructors to improve assessment formats. These approaches, however, do not attend to the psychological experience of assessment. The purpose of this study was to examine associations amongst perceived fairness, three basic psychological needs, and six discrete emotions in the domain of classroom assessment. Results of a parallel multiple mediator analysis showed that perceptions of fairness were positively associated with psychological need satisfaction. In turn, satisfaction of competence and autonomy were related to students' emotions; whereas, relatedness was not. We describe specific recommendations for supporting students' wellbeing in assessment with particular attention to nuances for students with dyslexia. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01