Abstract
The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth, sixth, seventh and eighth grades in Izmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.
Highlights
Academic success has become one of the most important issues in today’s societies and turned into one of the priority goals to be reached among students, families and other individuals who interact with these stakeholders
The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), and academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers
The predictive level of academic self-efficacy and self-concept for skills in the use of metacognitive reading strategies was analysed using regression analysis. In this part of the study, the results as to whether SLD and TD students differed in terms of metacognitive reading strategies, academic self-efficacy and self-concept scores are firstly presented
Summary
Academic success has become one of the most important issues in today’s societies and turned into one of the priority goals to be reached among students, families and other individuals who interact with these stakeholders. Students who cannot become skilful in these subjects at school become unsuccessful This failure by students affects their self-efficacy, which is defined as the belief of individuals in themselves in terms of being able to perform the acts required to deal with difficult situations (Alabay, 2006; Bandura, 1997; Senemoğlu, 2012; Yardımcı & Başbakkal, 2010) and may be named differently, depending on the situation (Caprara & Steca, 2005; Motl & Conroy, 2000; Tabassam & Grainger, 2002). Some studies show that students with high self-efficacy levels more often show behaviours of seeking help and using effective learning strategies than students with low self-efficacy levels, as well as being more successful academically (Karabenick & Knapp, 1991; Pintrich & De Groot, 1990; Ryan & Pintrich 1997; Wolters & Pintrich, 1998)
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