Learning Disability Quarterly

The current study examined the emotional resiliency, stress levels, locus of control and need for achievement in 17 college students with learning disabilities (LD) by comparing them with 17 of their peers without learning disabilities. Dependent variables included performance on the Hall Resiliency Scale, the Nowicki-Duke Locus of Control Scale, the Need for Achievement Scale, and a shortened version of a stress scale focusing on typical college stressors. Results indicated that students with learning disabilities obtained significantly higher resiliency scores and significantly higher scores on the Need for Achievement Scale than their counterparts without learning disabilities. These findings suggest that LD college students show a strong goal-directed approach and problem-solving initiative. Surprisingly, college students with LD self-reported significantly fewer college stressors than the students without LD. College students with LD also demonstrated a higher need for achievement than their college peers. No significant difference was found between the two groups with regard to locus of control. Both groups obtained moderate scores on the locus of control measure, suggesting realistic assessment of environmental events as these impact their lives.

This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the issue of calibration. From the literature search, 22 studies met the criteria of (a) using a measure of self-efficacy, and (b) including a sample of students identified as having learning disabilities. The resulting body of literature is summarized and analyzed in terms of the nature of the sample, the performance task or domain, the self-efficacy measure used, the research question and outcomes, and the accuracy of calibration between perceived self-efficacy and task outcome. The results from this review suggest that in specific contexts — in the writing performance of students with specific writing difficulties, in particular — students appear to optimistically miscalibrate their self-efficacy. Methodological problems found in some of the research, such as “conceptual blurring,” are discussed. Finally, implications for practice are considered, and suggestions are made for future research.

An earlier version of this paper was presented as the 14th Annual Distinguished Lecture at the 23rd International Conference on Learning Disabilities, October 21, 2001. It focuses on the status of the field of learning disabilities, including the accomplishments as well as elements of the unfinished agenda that are needed to move the field forward. Drawing on the contributions of the greatest generation of special educators, the paper discusses how these foundations provide a basis for future developments in the field.

This study was designed to test whether there are differences between children with arithmetic learning disabilities, garden-variety (G-V) poor performance and typically achieving children in strategy choice when solving arithmetic word problems. Using the standard-score discrepancy method (differences between IQ and achievement standard scores), samples were selected of dyscalculic, G-V poor mathematics performance, and typically achieving students. The groups were compared to analyze whether there were differences in their strategy choice when solving arithmetic word problems. No significant differences were found between dyscalculic and G-V children, both groups relying more on backup strategies than the nonimpaired group. Thus, the IQ-achievement discrepancy does not seem to be a relevant criterion for differentiating between individuals with dyscalculia and those with garden-variety poor mathematics performance.

Off-line metacognition (prediction and evaluation) was assessed in 437 normally intelligent children with or without learning disabilities in grades 2 and 3. Children with specific mathematics learning disabilities were compared with peers with specific reading disabilities, children with combined learning disabilities, age-matched peers and younger children matched at mathematical problem-solving level. Our results indicate that offline metacognition cannot be reduced to a demonstration of intelligence. Moreover, the off-line metacognitive scores of children with reading disabilities were comparable to those of age-matched peers without learning disabilities. Furthermore, significantly lower prediction and evaluation scores were found for children with specific or combined mathematics learning disabilities compared with age-matched peers. In addition, our data showed a different metacognitive profile for children with specific or combined mathematics learning disabilities, not comparable on all aspects to the profile of younger children, as suggested by the retardation or maturational-lag hypothesis. The educational implications of these results are discussed.

A considerable comorbidity, ranging from 40% to 80%, has been reported in the literature between learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). This study examined how students with LD and students with comorbid ADHD (LD/ADHD) differ from typically achieving peers in self-concept, self-efficacy beliefs and attributional style. The study also explored the relationship between academic self-concept, academic self-efficacy beliefs and academic-attributional style. Both students with LD and students with LD/ADHD reported significantly lower scores on academic self-concept, academic attributional style and academic self-efficacy beliefs than typically achieving peers. No significant differences were found between students with LD and with LD/ADHD on these variables. However, the LD/ADHD group reported significantly lower scores on peer-relation self-concept than the other two groups. Results revealed that the academic self-perceptions of students with learning disabilities were not significantly influenced by their comorbidity with ADHD. The correlational analysis demonstrated a close relationship between self-concept, self-efficacy beliefs and attributional style. The need for further research and implications for self-concept enhancement of students with LD and with LD/ADHD are discussed.