The Effect of Self-Monitoring Training on the Achievement Motivation of Students With Dyslexia

Kanani, Zahed; Adibsereshki, Narges; Haghgoo, Hojjat Allah

doi:10.1080/02568543.2017.1310154

Cited by 12 publications

(11 citation statements)

References 27 publications

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“…Hence, individuals with relatively high self-monitoring are deeply concerned with their public appearance, and, consequently, they are willing to strictly control their expressive behavior (Gangestad & Snyder, 2000). Indeed, it is found that self-monitoring is associated with achievement motivation (Kanani et al, 2017) as well as leadership, job performance and skills related to getting along with colleagues (Day et al, 2002).…”

Section: Relationship Between Motivation and Brainmentioning

confidence: 99%

The link between the brain volume derived index and the determinants of social performance

2022

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Motivation, defined as the energizing of behavior in pursuit of a goal, is a fundamental element of our interaction with the world and with each other. Furthermore, as it is known that cooperation leads to higher levels of performance than do individual conditions, empathic concern is also crucial to all forms of helping relationships. A growing number of studies indicate that motivation and empathy are associated not only with organizational performance and study achievements, but also with the human brain. However, to date, no definite neuroimaging-derived measures are available to measure motivation and empathy objectively. The current research evaluated the association of motivation and empathy with the whole brain using the gray-matter brain healthcare quotient (GM-BHQ), an MRI-based quotient. Participants were 47 healthy adults. All subjects underwent structural T1-weighted imaging. Motivation levels were evaluated using four motivation scales: Behavioral Activation System (BAS), Self-Monitoring Scale (SMS), Self-Control Scale (SCS), and Behavioral Inhibition System (BIS). Interaction levels, including empathic concern, were evaluated using four subscales of the Interpersonal Reactivity Index (IRI). It was found that the GM-BHQ was most significantly sensitive to the BAS scale (p = 0.002). Furthermore, the GM-BHQ was moderately sensitive to the SMS (p = 0.028) and subscales of the IRI (p = 0.044 for Fantasy and p = 0.036 for Empathic Concern). However, no significant association was found between the GM-BHQ and other variables (BIS and SCS). These results suggest that the GM-BHQ might reflect motivation and empathic concern.

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Section: Relationship Between Motivation and Brainmentioning

confidence: 99%

The link between the brain volume derived index and the determinants of social performance

2022

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“…Dyslexia is one of the most common conditions experienced by school-age children [22]. As a consequence of attempting reading and writing problems at the initial literacy stage, this heterogeneous group of pupils may, without early intervention, start to suffer from low self-esteem and a low academic self-concept.…”

Section: Dyslexia and Educational Implicationsmentioning

confidence: 99%

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

et al. 2021

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The COVID-19 pandemic has transformed educational processes. This has had major consequences for students and, in particular, for those with special education needs. Dyslexic students suffer from widespread educational and legal invisibility, and information on their situation and that of their families during this health crisis is lacking. This article presents the results of an exploratory study based on two online surveys taken by parents (n = 327) and children with dyslexia (n = 203) through the Spanish Dyslexia Federation (acronym in Spanish “FEDIS”), the Dyslexia and Family Association (acronym in Spanish “DISFAM”), and the Ibero-American Organisation for Specific Learning Difficulties (acronym in Spanish “OIDEA”). Data were collected in May–July 2020. The results offer a comprehensive viewpoint (family and children) on the aspects that have helped and hindered learning, such as teacher and family support, emotional state, use of ICT, and the importance of the voluntary/association network. The study provides evidence of how lockdown and school closures have created additional difficulties for learning but also how certain educational processes have been bolstered with the support of technological resources that should serve as benchmarks for education policy and classroom practice.

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“…These studies demonstrated that through modeling, goal setting, self-directed practice, and feedback on the value of applying strategies, students' self-efficacy for reading comprehension and their performances could be increased. More recent studies have focused on specific self-regulated learning strategies such as self-monitoring to improve self-efficacy for students with reading disabilities [24]. Dyslexia constitutes 3-10% of reading disabilities [25].…”

Section: Self-regulation and Self-efficacy Research 31 Students With Learning Disabilitiesmentioning

confidence: 99%

“…Kanani et al [24] randomly assigned students with dyslexia to an experimental condition that involved self-monitoring training or a control condition where they received small group instruction. Students in both conditions were pre-and posttested on self-efficacy and achievement and an additional assessment was obtained two months after the intervention.…”

Section: Self-regulation and Self-efficacy Research 31 Students With Learning Disabilitiesmentioning

confidence: 99%

Self-Regulation, Self-Efficacy, and Learning Disabilities

Schunk¹,

DiBenedetto²

2022

Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments

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This chapter will discuss the roles of self-regulation and self-efficacy in students with learning disabilities. The guiding conceptual framework is based in social cognitive theory. In this theory, self-efficacy is a key motivational variable and self-regulation is a means for persons to develop a sense of agency, or the belief that they can exert a large degree of control over outcomes in their lives. Following a description of the theory, research is presented showing the operation of self-regulation and self-efficacy in students with learning disabilities. Future research directions are suggested, and implications of theory and research for educational practice are discussed.

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The Effect of Self-Monitoring Training on the Achievement Motivation of Students With Dyslexia

Cited by 12 publications

References 27 publications

The link between the brain volume derived index and the determinants of social performance

The link between the brain volume derived index and the determinants of social performance

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

Self-Regulation, Self-Efficacy, and Learning Disabilities

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