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Motivation and Self-Regulation

A Comparison of Students with Learning and Behavior Problems

BARBARA M. FULK, PhD, is an assistant professor in the Department of Special Education at Illinois State University. Her research interests include motivation and cognitive strategies in at-risk populations. Address: Barbaba M. Fulk, Campus Box 5910, Illinois State University, Normal, IL 61 790-59 10 (e-mail: bmfulk@rs6000.cmp.ilstu.edu).

Frederick J. Brigham

FREDERICK J. BRIGHAM, PhD, is an assistant professor in the Curry School of Education at the University of Virginia. His research interests include instructional methods in secondary education, motivation, and spatial learning strategies.

Darlene A. Lohman

DARLENE A. LOHMAN, EdS, is the coordinator of special services for the Kokomo Area Special Education Cooperative in Kokomo, IN, and a doctoral student at Purdue University. Her research interests include emotional, behavioral, and learning problems in children and young adults.

The purpose of this study was to investigate the motivational characteristics of 3 groups of adolescents: students with learning disabilities (LD), students with emotional or behavioral disorders (EBD), and students with average achievement (AA). Three questionnaires, the Motivation Orientation scale, the Purposes of School scale, and the Motivated Strategies for Learning questionnaire were administered to junior high and middle school students with LD and EBD, and to an age-matched group of students with AA. These self-report measures were administered to students in small groups in one session of approximately 35 to 40 minutes. Significant differences on the Motivation Orientation scale were detected among the groups. Differences on the Purposes of School scale approached but did not reach significance. Students with LD appeared to be more alienated and oriented to avoiding work than students with AA or students with EBD. Students with EBD reported significantly more feelings of test anxiety than did students with LD or AA. Gender differences emerged, with females reporting more support for self-sacrifice, community spirit, and persistence, whereas male students reported more feelings of alienation. Implications for future research and classroom practice are discussed.

Remedial and Special Education, Vol. 19, No. 5, 300-309 (1998)
DOI: 10.1177/074193259801900506


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