Learning to spell by high school students with learning disabilities: Performance anxiety, self-efficacy and learning strategies.
Item
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Title
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Learning to spell by high school students with learning disabilities: Performance anxiety, self-efficacy and learning strategies.
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Identifier
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AAI9618115
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identifier
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9618115
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Creator
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Weintraub, Anita J. Barnett.
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Contributor
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Advisers: Shirley Feldmann | Marian Fish
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Date
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1995
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Special | Education, Language and Literature | Education, Secondary | Education, Educational Psychology
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Abstract
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This study investigated the effects of learning-strategy training on spelling achievement, performance anxiety and self-efficacy of learning-disabled high school students.;Three treatment conditions and a control condition were compared. Students in the first condition received direct instruction in cognitive strategies as a way to learn and review spelling words. Students in the second condition received instruction in affective strategies as a way to regulate anxiety and self-efficacy during spelling. Students in the third condition received a combination of cognitive and affective strategy training. A control condition--using no strategy training--was included to account for the effects of usual classroom instruction.;There were four sessions, with the second and third devoted to learning strategy training. A twenty-minute study period after strategy training was allocated for the students to study their spelling words, applying the learning strategies as they did so. An analysis of covariance (ANCOVA) was used to compare the effects of the four conditions on the posttest scores. The pretest scores and Verbal IQ were used as control variables and spelling achievement, performance anxiety, and self-efficacy as dependent variables. The effects of training in cognitive strategies, affective strategies, and a combination of strategies for improving spelling competence, regulating performance anxiety, and indirectly enhancing self-efficacy were not significant. Although the hypotheses were not supported, some interesting trends were suggested for future research. In addition, followup testing for the dependent variables was conducted one week after posttest with no study time allotted.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
