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ERIC Number: EJ1271945
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-6819
EISSN: N/A
Motivational Beliefs and Self-Perceptions of Undergraduates with Learning Disabilities: Using the Expectancy-Value Model to Investigate College-Going Trajectories
Daley, Samantha G.; Zeidan, Pamela
Learning Disabilities: A Multidisciplinary Journal, v25 n2 p41-53 2020
This qualitative study examined the role and determinants of motivational beliefs and self-perceptions among six academically successful undergraduates with learning disabilities at private 4-year colleges who serve as mentors for middle-school students with similar learning challenges. Drawing on the expectancy-value theory of achievement-related decisions as a framework for understanding academic trajectories, themes focus on a) participants' social and cultural milieus, b) socializers' beliefs and behaviors, c) disability-related experiences, and d) individual goals and self-schemata. Findings countered expectations that sociocultural influences would hinder students' expectations for success and the importance they place on college education. Instead, protective factors including participation in rigorous high school coursework, high parental expectations, and membership in a learning disability community supported the decision to pursue and persist in post-secondary education.
Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A