The Comparison of Motivation to Learn in Inclusive Reading Classes between Students with and without Learning Disabilities
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This study investigated the motivational differences between students with and without learning disabilities(LD) in a middle school inclusive reading classroom setting. Two teachers and eighty students with LD and without LD participated in the study. Previous studies reported inconsistent evidence on the motivation of students with LD compared to their peers without LD. The MANOVA results of this study indicated no significant differences between them. This finding implies that students with and without LD had similar levels of motivation to learn. Students with and without LD showed significant mean differences only in work avoidance and performance goal orientation at the univariate analysis of variance. Importantly, the results of this study provided the possible evidences of students with LD's inaccurate evaluation and judgment of their personal motivation and capabilities.
Abstract
This study investigated the motivational differences between students with and without learning disabilities(LD) in a middle school inclusive reading classroom setting. Two teachers and eighty students with LD and without LD participated in the study. Previous studies reported inconsistent evidence on the motivation of students with LD compared to their peers without LD. The MANOVA results of this study indicated no significant differences between them. This finding implies that students with and without LD had similar levels of motivation to learn. Students with and without LD showed significant mean differences only in work avoidance and performance goal orientation at the univariate analysis of variance. Importantly, the results of this study provided the possible evidences of students with LD's inaccurate evaluation and judgment of their personal motivation and capabilities.
참고문헌 (54)
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