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Article: Self-efficacy perceptions of Chinese primary-age students with specific learning difficulties: a perspective from Hong Kong
Title | Self-efficacy perceptions of Chinese primary-age students with specific learning difficulties: a perspective from Hong Kong |
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Authors | |
Issue Date | 2008 |
Publisher | International 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? |
Abstract | In 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 Identifier | http://hdl.handle.net/10722/175454 |
ISSN | 2023 Impact Factor: 0.7 2023 SCImago Journal Rankings: 0.141 |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Yuen, M | en_US |
dc.contributor.author | Westwood, P | en_US |
dc.contributor.author | Wong, G | en_US |
dc.date.accessioned | 2012-11-26T08:58:47Z | - |
dc.date.available | 2012-11-26T08:58:47Z | - |
dc.date.issued | 2008 | en_US |
dc.identifier.citation | International Journal of Special Education, 2008, v. 23 n. 2, p. 110-119 | en_US |
dc.identifier.issn | 0827-3383 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/175454 | - |
dc.description.abstract | In 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.language | eng | en_US |
dc.publisher | International Journal of Special Education. The Journal's web site is located at http://www.internationaljournalofspecialeducation.com/ | en_US |
dc.relation.ispartof | International Journal of Special Education | en_US |
dc.title | Self-efficacy perceptions of Chinese primary-age students with specific learning difficulties: a perspective from Hong Kong | en_US |
dc.type | Article | en_US |
dc.identifier.email | Yuen, M: mtyuen@hku.hk | en_US |
dc.identifier.authority | Yuen, M=rp00984 | en_US |
dc.description.nature | link_to_subscribed_fulltext | en_US |
dc.identifier.scopus | eid_2-s2.0-54949095807 | en_US |
dc.identifier.hkuros | 160391 | - |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-54949095807&selection=ref&src=s&origin=recordpage | en_US |
dc.identifier.volume | 23 | en_US |
dc.identifier.issue | 2 | en_US |
dc.identifier.spage | 110 | en_US |
dc.identifier.epage | 119 | en_US |
dc.publisher.place | Canada | en_US |
dc.identifier.scopusauthorid | Yuen, M=7102031935 | en_US |
dc.identifier.scopusauthorid | Westwood, P=6602811578 | en_US |
dc.identifier.scopusauthorid | Wong, G=25629137000 | en_US |
dc.customcontrol.immutable | sml 140625 | - |
dc.identifier.issnl | 0827-3383 | - |