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Article: Self-efficacy perceptions of Chinese primary-age students with specific learning difficulties: a perspective from Hong Kong

TitleSelf-efficacy perceptions of Chinese primary-age students with specific learning difficulties: a perspective from Hong Kong
Authors
Issue Date2008
PublisherInternational Journal of Special Education. The Journal's web site is located at http://www.internationaljournalofspecialeducation.com/
Citation
International Journal of Special Education, 2008, v. 23 n. 2, p. 110-119 How to Cite?
AbstractIn the field of specific learning difficulties research, interest has recently turned to affective and motivational issues as possible causal or exacerbating factors. In particular, studies have suggested that students with specific learning difficulties (SpLD) have diminished perceptions of their own capabilities as a result of persistent and frequent failure. Weakened beliefs in self-efficacy predispose the students to further poor outcomes through reduced confidence and effort. This study explores the perceptions of self-efficacy in both academic and non-academic domains revealed by Chinese primary-age students with learning difficulties. Data were collected by questionnaire (the Academic and Non-academic Self-efficacy Scale: ANASS) from 34 students identified with SpLD (individually interviewed; oral administration), and 167 students without learning problems (group administration; written form). Results indicate that the SpLD students had significantly weaker beliefs in their own efficacy in the academic learning domain, compared to the students making normal progress. The differences were most marked in their learning of both English and Chinese language skills. There was no difference between the two groups in self-efficacy related to the non-academic domain. An important finding in the study is that Chinese children with SpLD appear to have more positive beliefs in their self-efficacy than is implied for their counterparts in studies in other cultures. These findings are discussed in this paper, together with brief suggestions for practical implications and possible further research.
Persistent Identifierhttp://hdl.handle.net/10722/175454
ISSN
2015 SCImago Journal Rankings: 0.238
References

 

DC FieldValueLanguage
dc.contributor.authorYuen, Men_US
dc.contributor.authorWestwood, Pen_US
dc.contributor.authorWong, Gen_US
dc.date.accessioned2012-11-26T08:58:47Z-
dc.date.available2012-11-26T08:58:47Z-
dc.date.issued2008en_US
dc.identifier.citationInternational Journal of Special Education, 2008, v. 23 n. 2, p. 110-119en_US
dc.identifier.issn0827-3383en_US
dc.identifier.urihttp://hdl.handle.net/10722/175454-
dc.description.abstractIn the field of specific learning difficulties research, interest has recently turned to affective and motivational issues as possible causal or exacerbating factors. In particular, studies have suggested that students with specific learning difficulties (SpLD) have diminished perceptions of their own capabilities as a result of persistent and frequent failure. Weakened beliefs in self-efficacy predispose the students to further poor outcomes through reduced confidence and effort. This study explores the perceptions of self-efficacy in both academic and non-academic domains revealed by Chinese primary-age students with learning difficulties. Data were collected by questionnaire (the Academic and Non-academic Self-efficacy Scale: ANASS) from 34 students identified with SpLD (individually interviewed; oral administration), and 167 students without learning problems (group administration; written form). Results indicate that the SpLD students had significantly weaker beliefs in their own efficacy in the academic learning domain, compared to the students making normal progress. The differences were most marked in their learning of both English and Chinese language skills. There was no difference between the two groups in self-efficacy related to the non-academic domain. An important finding in the study is that Chinese children with SpLD appear to have more positive beliefs in their self-efficacy than is implied for their counterparts in studies in other cultures. These findings are discussed in this paper, together with brief suggestions for practical implications and possible further research.en_US
dc.languageengen_US
dc.publisherInternational Journal of Special Education. The Journal's web site is located at http://www.internationaljournalofspecialeducation.com/en_US
dc.relation.ispartofInternational Journal of Special Educationen_US
dc.titleSelf-efficacy perceptions of Chinese primary-age students with specific learning difficulties: a perspective from Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailYuen, M: mtyuen@hku.hken_US
dc.identifier.authorityYuen, M=rp00984en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-54949095807en_US
dc.identifier.hkuros160391-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-54949095807&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume23en_US
dc.identifier.issue2en_US
dc.identifier.spage110en_US
dc.identifier.epage119en_US
dc.publisher.placeCanadaen_US
dc.identifier.scopusauthoridYuen, M=7102031935en_US
dc.identifier.scopusauthoridWestwood, P=6602811578en_US
dc.identifier.scopusauthoridWong, G=25629137000en_US
dc.customcontrol.immutablesml 140625-

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