TY - JOUR
T1 - Predicting performance on academic and non-academic tasks
T2 - A comparison of adolescents with and without learning disabilities
AU - Job, Jenelle M.
AU - Klassen, Robert M.
PY - 2012/4
Y1 - 2012/4
N2 - Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is specific to academic contexts or a phenomenon that extends across domains. Ninety-four adolescents (46 LD, 48 NA) predicted their performance on a spelling task and on a ball-throwing task. Results revealed group differences in performance calibration across domains with adolescents with LD showing an overestimation of ability on the spelling and ball-throwing tasks, and NA adolescents demonstrating more precise self-appraisals. Additionally, the accuracy of non-academic performance predictions remained stable with increasing difficulty in the NA group whereas the adolescents with LD demonstrated a decrease in accurate performance prediction as the difficulty level increased. (C) 2011 Elsevier Inc. All rights reserved.
AB - Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is specific to academic contexts or a phenomenon that extends across domains. Ninety-four adolescents (46 LD, 48 NA) predicted their performance on a spelling task and on a ball-throwing task. Results revealed group differences in performance calibration across domains with adolescents with LD showing an overestimation of ability on the spelling and ball-throwing tasks, and NA adolescents demonstrating more precise self-appraisals. Additionally, the accuracy of non-academic performance predictions remained stable with increasing difficulty in the NA group whereas the adolescents with LD demonstrated a decrease in accurate performance prediction as the difficulty level increased. (C) 2011 Elsevier Inc. All rights reserved.
UR - http://www.scopus.com/inward/record.url?scp=84858157330&partnerID=8YFLogxK
U2 - 10.1016/j.cedpsych.2011.05.001
DO - 10.1016/j.cedpsych.2011.05.001
M3 - Article
VL - 37
SP - 162
EP - 169
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
SN - 0361-476X
IS - 2
ER -