Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities

Robert M. Klassen

doi:10.1016/j.cedpsych.2006.10.001

Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities

Robert M. Klassen

Education

Research output: Contribution to journal › Article › peer-review

Abstract

This study used conventional self-efficacy measures as well as predictions of performance to examine the spelling and writing efficacy beliefs of early adolescents with and without learning disabilities (LD). In addition, the study examined two types of global efficacy-self-efficacy for self-regulated learning and general self-efficacy. The students with LD over-estimated their spelling performance by 52% and their writing performance by 19%, whereas the non-LD students were generally accurate in their performance estimates. Students' performance predictions and self-efficacy ratings were strong predictors of a composite writing performance, but the self-efficacy for self-regulated learning and general self-efficacy scores did not predict writing performance. The article concludes with a discussion of recommendations to improve the calibration and academic functioning of adolescents with learning disabilities. (c) 2006 Elsevier Inc. All rights reserved.

Original language	English
Pages (from-to)	173-187
Number of pages	15
Journal	Contemporary Educational Psychology
Volume	32
Issue number	2
DOIs	https://doi.org/10.1016/j.cedpsych.2006.10.001
Publication status	Published - Apr 2007

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10.1016/j.cedpsych.2006.10.001

Cite this

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title = "Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities",

abstract = "This study used conventional self-efficacy measures as well as predictions of performance to examine the spelling and writing efficacy beliefs of early adolescents with and without learning disabilities (LD). In addition, the study examined two types of global efficacy-self-efficacy for self-regulated learning and general self-efficacy. The students with LD over-estimated their spelling performance by 52% and their writing performance by 19%, whereas the non-LD students were generally accurate in their performance estimates. Students' performance predictions and self-efficacy ratings were strong predictors of a composite writing performance, but the self-efficacy for self-regulated learning and general self-efficacy scores did not predict writing performance. The article concludes with a discussion of recommendations to improve the calibration and academic functioning of adolescents with learning disabilities. (c) 2006 Elsevier Inc. All rights reserved.",

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