The Relationship Between Self Determination And Academic...

A comparison between the characteristics of students with high self-determination and risky outcomes of students with learning disabilities and ADHD reveal a connection. On one hand, those with high self-determination show class engagement, motivation, and positive self-esteem (Linnenbrink-Garcia Patall). On the other hand, those with disabilities show disengagement or dropout, demotivation or amotivation, and low self-esteem (American Psychological Association, 2013; Cortiella Horowitz, 2012). This suggests that students with disabilities may be showing deficits in self-determination, as they are displaying the opposite outcomes as those to be expected in students with high self-determination (i.e., low connectedness and low sense of belonging). Several studies have examined levels of self-determination, as well as factors that may lead to higher or lower self-determination, in samples of students with learning disabilities or ADHD. For example, a study by Zheng, Erickson, Kingsto n, and Noonan (2012) examined the relationship between self-determination and academic achievement, concluding that differing levels of self-determination could be used as a reliable predictor for achievement in students with learning disabilities. Additionally, a study by Field, Sarver, and Shaw (2003) found that several environmental factors may contribute to students’ development of self-determination in special education classrooms. One major factor they found was referred to asShow MoreRelatedChildren s Academic Achievement, And The Mediation Role Of Self Regulated Learning850 Words   |  4 Pagesas a possible mechanism linking children s academic achievement, and the mediation role of self-regulated learning. In line with earlier findings, the results of this study showed parental involvement is positively linked to children s academic achievement. 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