Understanding the Development of Subnormal Performance in Children from a Motivational-Interactionist Perspective

Lepola, Janne; Salonen, Pekka; Vauras, Marja; Poskiparta, Elisa

doi:10.1016/s0074-7750(04)28005-3

Cited by 12 publications

(3 citation statements)

References 91 publications

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“…These criteria often involve the discrepancy between potential and achievement or the responsiveness–to–treatment model, but with modifications that reflect cultural, political, or economic parameters of their environments (Sofie & Riccio, 2002). Concerns across countries have been with regard to (a) the validity of identification criteria, particularly those referring to standardized measures of ability (e.g., Watkins, 2005; Watkins, Kush, & Glutting, 1997; Watkins, Kush, & Schaefer, 2002); (b) the absence of standardized measures of ability and potential; (c) the role of socio–emotional variables even in the identification of the disorder (e.g., Lepola, Salonen, Vauras, & Poskiparta, 2004; Maag & Reid, 2006); (d) the role of cultural, linguistic, and origin factors (Algozzine, 2005; Obiakor, Beachum, & Harris, 2005; Parette, 2005; Taylor, 1995); (e) the employment of more flexible and economically viable criteria; and (f) the need to focus on intervention issues, methods, and practices. Given that six out of the eight authors across countries mentioned the importance of socio–emotional factors, below I briefly discuss how such comorbid factors may have their share of influence in the academic functioning of students with LD (Heath & Ross, 2000; Sabatino, 1982; Sideridis, Mouzaki, Simos, & Protopapas, 2006).…”

Section: Summary and Issues For Future Considerationmentioning

confidence: 99%

International Approaches to Learning Disabilities: More Alike or More Different?

Sideridis

2007

Learning Disabilities Research & Practice

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This special issue deals with the identification and remediation criteria/practices employed in several countries regarding learning disabilities (LD). An analysis of the identification criteria suggests that most countries follow early law mandates of the United States (e.g., PL 94-142) regarding the definition of the disorder and use the classical discrepancy between potential and achievement model for identification purposes (with few exceptions). Several countries reported the absence of standardized assessments and experts who can deal with the disorder, a fact that is more prominent in countries that have to deal with the education of minority/immigrant groups. Multicultural, political, linguistic, and economic factors seemed to influence both the identification practices and also the remediation services (quality and availability). By closely examining the factors deemed important for students with LD, it was obvious that most authors pointed to the importance of socio-emotional variables. I concluded that these latter factors may be accountable, to a large extent, for the experience of students with LD at school and close attention needs to be paid to them.

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Section: Summary and Issues For Future Considerationmentioning

confidence: 99%

International Approaches to Learning Disabilities: More Alike or More Different?

Sideridis

2007

Learning Disabilities Research & Practice

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“…In successful scaffolding, and individualized instruction in general, learning regulation by the teacher presupposes a dynamic “match” between the levels of the teacher's cueing, and the learner's moment-by-moment changing independent functioning (see Lepola, Salonen, Vauras, & Poskiparta, 2004; Meichenbaum & Biemiller, 1998; Vauras, Salonen, Lepola, & Lehtinen, 2001). When the student's level of independent functioning is low, more directive teacher regulation (e.g., modeling of subactivities, concrete cueing) and environmental structuring is provided.…”

Section: Scaffolding Metacognition and Instructional Matchmentioning

confidence: 99%

Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning?

Salonen

Vauras

Efklides

2005

European Psychologist

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167

103

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Abstract. This article brings to the fore the sociocognitive aspect of metacognition and processes involved in coregulation. We argue that coregulation in a learning situation that involves the interaction of teachers and students or peers is based on awareness of the partners' cognition, metacognition, affect, and motivation, as well as interpersonal perception processes and/or interpersonal relational control processes. One aspect of metacognition, particularly relevant to coregulation of learning, is metacognitive experience, i.e., how the interacting partners feel and what they think about the task at hand. Awareness of one's own and the other's cognition and of metacognitive experiences is necessary for metacommunication control processes. Evidence from two independent studies suggests that there can be misperception of the interacting partners' metacognitive experiences because of “theory-driven” conceptions of the other person or lack of metacognitive coregulation because of the prevalence of relational control processes. We suggest that this may lead to scaffolding mismatch in instruction, failure in coregulation, and negative feelings and behaviors of the interacting partners in certain learning situations.

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“…Salonen and colleagues (1998) presented several main motivational and emotional tendencies identified in real-life classroom situations (see, Lepola et al, 2004). Based on their findings, they developed an integrated model of motivational orientations and socio-emotional coping strategies.…”

Section: Developmental Dynamics Between Task-orientation and Mathematics Performancementioning

confidence: 99%

Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents

Björn

Räikkönen

Aunola

et al. 2017

Learning and Individual Differences

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This study examined the dynamics between perceptions of mathematics task-orientation and mathematics performance among Finnish adolescents over a period of two last years of secondary school. Task-orientation in math was assessed at the beginning of grade 8 and again at the end of grade 9 using both student and teacher-reports. At the same time points, students' mathematics performance was evaluated via standardized test. The cross-lagged associations of task-orientation and mathematics performance were examined taking account the possible impacts of general cognitive ability, technical reading skills, reading comprehension and gender. The results showed that a high level of mathematics performance in the beginning of 8th grade positively influenced student-rated task orientation at the end of secondary school. In turn, the anticipated reciprocal relationship between task orientation and mathematics manifested particularly in the model with teacher-rated task orientation. Implications for practice are discussed.

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Understanding the Development of Subnormal Performance in Children from a Motivational-Interactionist Perspective

Cited by 12 publications

References 91 publications

International Approaches to Learning Disabilities: More Alike or More Different?

International Approaches to Learning Disabilities: More Alike or More Different?

Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning?

Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents

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