Kampylafka Christina, Polychroni Fotini, Antoniou Alexandros-Stamatios
Department of Philosophy, Pedagogy and Psychology, School of Philosophy, National and Kapodistrian University of Athens, 15703 Athens, Greece.
Department of Education, School of Education, University of Nicosia, 1700 Nicosia, Cyprus.
Behav Sci (Basel). 2023 Jan 17;13(2):78. doi: 10.3390/bs13020078.
The aim of the present study was to investigate goal orientations and classroom goal structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.59). Of these, 58 students were diagnosed with LD, and 70 students, after individually administered assessments in reading accuracy and reading comprehension, were assigned to the RCD group. Self-reported questionnaires were administered, assessing students' personal goal orientations, classroom goal structures, and strategies of SRL. The results showed that students with LD and students with RCD scored lower in mastery orientation and higher in performance avoidance compared to their peers without difficulties (ND). LD students reported lower scores of adaptive strategies than their peers. In addition, the results confirmed the adaptive character of mastery-approach goals and mastery goal structures and the negative effects of performance-avoidance goals and performance goal structures on the adaptive strategies of SRL. Performance-approach goals predicted adaptive behaviors for all students, confirming the argument of an adaptive type of motivation. The findings of the current study highlight the importance of goal orientations and classroom goal structures for students' SRL. Implications of the findings for enhancing motivation for students with LD and students with RCD are discussed.
本研究的目的是调查有学习障碍（LD）和阅读理解困难（RCD）与无这些问题的学生的目标导向、课堂目标结构及其与自我调节学习（SRL）策略的关系。样本包括537名就读小学五、六年级（平均年龄=11.28岁，标准差=±0.59）的学生。其中，58名学生被诊断为有学习障碍，70名学生在接受了阅读准确性和阅读理解的个别评估后，被归入阅读理解困难组。研究采用了自陈式问卷，评估学生的个人目标导向、课堂目标结构和自我调节学习策略。结果显示，与无困难的同龄人相比，有学习障碍的学生和有阅读理解困难的学生在掌握导向方面得分较低，在成绩回避方面得分较高。有学习障碍的学生报告的适应性策略得分低于同龄人。此外，结果证实了掌握趋近目标和掌握目标结构的适应性特征，以及成绩回避目标和成绩目标结构对自我调节学习适应性策略的负面影响。成绩趋近目标预测了所有学生的适应性行为，证实了适应性动机类型的观点。本研究的结果突出了目标导向和课堂目标结构对学生自我调节学习的重要性。讨论了研究结果对提高有学习障碍和有阅读理解困难学生的动机的启示。
