کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
352710 | 618613 | 2012 | 8 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Predicting performance on academic and non-academic tasks: A comparison of adolescents with and without learning disabilities Predicting performance on academic and non-academic tasks: A comparison of adolescents with and without learning disabilities](/preview/png/352710.png)
Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is specific to academic contexts or a phenomenon that extends across domains. Ninety-four adolescents (46 LD, 48 NA) predicted their performance on a spelling task and on a ball-throwing task. Results revealed group differences in performance calibration across domains with adolescents with LD showing an overestimation of ability on the spelling and ball-throwing tasks, and NA adolescents demonstrating more precise self-appraisals. Additionally, the accuracy of non-academic performance predictions remained stable with increasing difficulty in the NA group whereas the adolescents with LD demonstrated a decrease in accurate performance prediction as the difficulty level increased.
► Across domains, adolescents with LD showed an overestimation of ability.
► Increases in task difficulty resulted in greater performance miscalibration.
► Overly optimistic efficacy may reflect a lack of metacognitive awareness.
► Awareness of skill deficits and task demands may improve performance predictions and calibration.
Journal: Contemporary Educational Psychology - Volume 37, Issue 2, April 2012, Pages 162–169