The effects of learning goals on self-concept and intrinsic motivation in the learning disabled student: a case study

Author(s)

Lindsay S. Reed, Rowan University

Date Approved

5-9-2006

Embargo Period

4-6-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

Advisor

Klanderman, John

Committee Member 1

Dihoff, Roberta

Subject(s)

Learning disabled youth; Motivation in education

Disciplines

Educational Psychology

Abstract

The purpose of this study was to increase levels of self-concept and intrinsic motivation in a 9^th grade student with a specific learning disability in mathematics through the use of weekly learning goals and the introduction of problem-solving strategies. Over the course of the six week study, the student experienced a significant rise in overall self-concept and intrinsic motivation as indicated by the results of two, One-Way ANOVA's from two self-report scales completed by the student. Implications for generalization of this study's results should include sample size, degree of learning disability, and administration of intervention techniques.

Recommended Citation

Reed, Lindsay S., "The effects of learning goals on self-concept and intrinsic motivation in the learning disabled student: a case study" (2006). Theses and Dissertations. 927.
https://rdw.rowan.edu/etd/927