Self-efficacy and use of self-regulated learning strategies and academic self-handicapping among students with learning disabilities

The number of children identified as learning disabled (LD) has increased significantly since the term was developed in the 1960's. With pressure to account for the learning of all students, the ability to identify, describe, and remediate learning disabilities takes on added importance. The purpose of this study was to extend current research examining the psychological and metacognitive constructs important in academic achievement as a means of further understanding students with LD.; This study used a causal comparative research design with sixth, seventh, and eighth grade students (N = 142) who were classified into three groups (LD, nonLD low achieving, and nonLD average achieving). Normal achieving students reported higher academic and self-regulatory self-efficacy scores and less frequent use of academic self-handicapping strategies. Experiencing poor academic success was associated with low self-efficacy and high use of academic self-handicapping strategies regardless of special education status.; Students with LD reported higher self-efficacy for self-regulated learning than did the low achieving nonLD students. These reports were significantly more discrepant from teacher ratings of self-regulated learning behaviors than were nonLD students. In contrast, students with LD reported using less academic self-handicapping strategies than did either nonLD group.; Regression analyses were conducted to examine the predictive power of self-efficacy beliefs, teacher ratings and group membership with regards to use of academic self-handicapping strategies. Results supported the conclusion that multiple determinants exist. Based on the current findings, language arts self-efficacy, membership in low achieving and normal achieving student groups, and teacher reports of student self-regulated learning behaviors can predict use of academic self-handicapping strategies.; Results of this study provide further evidence that no single factor contributes in isolation to understanding differences between students who are identified as LD and low achieving students who are not identified as LD. The relationship between self-beliefs and self-protective strategies appears to be complex and potentially influenced by multiple factors. Further research is needed elaborate on the unique interactions that determine long-term outcomes for students with LD.