The Accuracy of Academic Self-Evaluations in Adolescents with Learning Disabilities

Abstract

The purpose of this study was to document the degree of overestimation of academic skills among students with learning disabilities (LD) and to evaluate the role of reference group and metacognitive awareness in such overestimation. High school students with (n = 52) and without (n = 49) LD in Grades 9 through 12 completed a self-concept scale and a survey requiring them to rate their own academic skills in 17 specific skill areas. Students were further asked to predict their performance on two academic tasks prior to actually performing the tasks. The students' mothers or fathers, their English teachers or academic advisors, and (in the case of the students with LD) their special education case managers also completed the skill rating inventory and predicted student performance on the two tests. Despite reporting significantly lower academic self-concepts, students with LD overestimated their academic skills relative to the ratings of others and to their actual test performance. Such overestimation was less pronounced among the students without LD. All participants reported using similar reference groups in making their judgments. Analyses of item-by-item accuracy judgments from the two tests revealed evidence of group differences in metacognitive awareness that may be related to the overestimation. These findings have implications for realistic goal setting and effective self-advocacy.

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self–Concept and Academic Goals

“…However, reports by the researchers do not all point in the same direction. Thus, whereas one group of studies has shown that students with LD presented lower ability and achievement expectations than their counterparts without LD (Bear, Juvonen, & McInerney, 1993;Chapman, 1988;Gans, Kenny, & Ghany, 2003;González-Pienda et al, 2000;Grolnick & Ryan, 1990;Harter, Whitesell, & Junkin, 1998;Kloomok & Cosden, 1994;Núñez et al, 1995;Rogers & Saklofske, 1985;Stone & May, 2002;Valas, 1999;Vaughn, Elbaum, Schumm, & Hughes, 1998;Vaughn, Haager, Hogan, &Kouzekanani, 1992), another group of studies found no differences in academic self-concept between students with and without LD (Bear & Minke, 1996;Bear, Minke, Griffin, & Deemer, 1998;Dyson, 2003;Meltzer & Montague, 2001;Meltzer, Roditi, Houser, & Perlman, 1998;Montague & van Garderen, 2003;Pintrich, Anderman, & Klobucar, 1994;Priel & Leshem, 1990). With regard to general self-concept, the data provided by past research are more concurrent.…”

“…With regard to general self-concept, the data provided by past research are more concurrent. Specifically, McPhail and Stone (1995) have reviewed the most relevant studies and have presented data indicating that students with LD generally show positive general self-concepts and perceive themselves to be as capable as their peers (e.g., Bear, Clever, & Proctor, 1991;Bear et al, 1993;Dyson, 2003;Gans et al, 2003;Harter et al, 1998;Nowicki, 2003;Sabornie, 1994;Stone & May, 2002;Valas, 1999).Researchers have formulated various explanations for these apparently contradictory data regarding academic self-concept. The most frequently proposed hypotheses were the following: (1) students with LD make unrealistic assessments of their abilities because of metacognitive deficits that limit their capacity to reflect upon their own abilities (Montague & van Garderen, 2003;Stone & May, 2002); (2) perception of social acceptance and favorable feedback by others (teachers, parents, friends); (3) lack of effort and engagement in school tasks, which allows these students to attribute failures to lack of effort (Bear et al, 1991;Kloomok & Cosden, 1994); and (4) the development of disruptive behaviors as a way to avoid questioning one's own ability (Covington, 1998).…”

La percepción social hacia las personas con síndrome de Down: la escala EPSD-1

“…Las actitudes y expectativas de la sociedad determinan el grado hasta el cual las personas con SD pueden aprender, desarrollar, amar, vivir o trabajar. Aunque la inclusión, por lo menos como filosofía, se ha vuelto ampliamente aceptada (FARIA;GILSON;COOKE;MAHONEY, 2005;STONE;MAY, 2002), la aceptación total de las personas con SD bien pareciera no haberse logrado aún. Hacia esta clarificación camina este trabajo, en concreto centrando nuestra atención en la percepción que de ellos tienen los futuros maestros, por tratarse de un cuerpo profesional que, a corto o medio plazo, tendrán que dedicar su ejercicio laboral para con este grupo de población.…”

Selbstkonzept und Schulleistungen von Grundschülern mit ADHS-Symptomen

“…Der PIB wurde bisher in der Altersgruppe von 7-13 Jahren untersucht (Owens et al, 2007), ohne dass sich dabei Alterseffekte gezeigt hätten (Owens & Hoza, 2003 (Stone & May, 2002). Weitere Forschung ist notwendig, um festzustellen, ob und wann ein PIB eine positive Schutzfunktion hat oder sich eher negativ auf die schulische Leistungsentwicklung auswirkt (Owens et al, 2007 (Marsh, 1989 Studien zeigen, dass Kinder mit ADHS sich besonders in dem Bereich überschätzen, in dem sie die größten Defizite haben (Hoza et al 2002(Hoza et al , 2004 Rohwertpunkten festgelegt (Huss, et al, 2008;Woerner et al, 2002 (Guay et al, 2003;Marsh & Craven, 2006).…”