Explaining Variance in Achievement Motivation Among LD Students in Regular Education Classrooms

Abstract

Abstract This qualitative study identifies individual and situational differences that might explain why some LD students acquire a greater sense of mastery in regular educational settings than do other LD students. The sample of six LD students was randomly selected from 148 LD students whose teachers enhanced their mastery orientation by creating an adaptive motivational pattern for them in the classroom. The researcher and assistants questioned the teachers of the six LD students about the learning experiences of those students in an achievement situation. Teacher responses suggest that several individual and situational differences have implications for social workers interested in bringing about correspondence in the cues teachers give and the ones LD students need to acquire a sense of mastery in an inclusive setting.