| It is widely accepted that, compared to typically developing peers, students with learning disabilities (LD) demonstrate lower performance on individual domains such as achievement motivation, academic self-efficacy, and academic achievement. However, research is needed to explore the complex connections between these variables as they relate to observed levels of academic achievement for students with SLD beyond the elementary school years. The goal of the current study was to replicate and extend previous findings to suburban and rural middle school students with LD. The participants in the current study were 54 middle school students with SLD from five Midwestern school districts. Students' achievement motivation, academic self-efficacy, and task value were assessed via the administration of a self-report survey and these results were incorporated with existing student-level academic achievement data. It was hypothesized that the three aforementioned cognitive-motivational variables significantly relate to student achievement. Results indicate that student reports of academic self-efficacy significantly predicted performance as measured by statewide math achievement tests and classroom reading, English, and math grades. No relationships were found between motivation, task value, and student achievement. The current study underscores the importance of investigating the mechanisms by which these variables influence achievement for middle school students with LD. Implications for future research and the of development intervention programs are discussed. |
