A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities

By Robert M. Klassen. 2002

208 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/b8a8d84517fb1a08a3168ec3cf92509a71b7b027

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

Motivation Research in Writing: Theoretical and Empirical Considerations (2012, background): “First, though students with LD perform poorly on writing tasks in comparison with their peers, they hold rather positive self-efficacy beliefs related to writing (Graham, Schwartz, & MacArthur, 1993; Klassen, 2002a, 2000b).”
Enhancing self-reflection and mathematics achievement of at-risk urban technical college students (2011, unknown): “Struggling students often report more inflated self-appraisals than successful students, although the cause of this finding remains in doubt (Bol & Hacker, 2001; Campillo, Zimmerman, & Hudesman, 1999; Chen & Zimmerman, 2007; Klassen, 2002).”
Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, background): “Possibly, younger students may overestimate their writing skills, as some students with learning disabilities tend to do (Klassen, 2002a, 2002b).”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, background): “Strategy instruction seemed to reduce the discrepancy between students’ self-efficacy beliefs and their actual performance, which might be explained by the teaching of self-regulation procedures (Klassen, 2002; Schunk, 2003).”
Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy (2006, background): “They also facilitate the achievement of a greater congruence between the students’ self-efficacy in the task and their actual achievement; this is, the calibration of students’ abilities and achievements, which is a key aspect in the case of students with LD (Klassen, 2002a; Pajares, 1996).”
The effects of a growth mindset on self-efficacy and motivation (2018, background): “Discussion of the findings Previous research has indicated a significant gap between special education students’ self-efficacy (Klassen, 2002) and motivation (Hodis et al.”
Comparisons of Self–Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non–LD–Matched Peers (2006, background): “Surveys (Klassen, 2002a, 2002b) examining self-efﬁcacy beliefs of students with LD have revealed that self-efﬁcacy was found to play a primary role in predicting academic achievement, although several studies found that students with LD tend to overestimate their efﬁcacy.”
Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning (2008, background): “Klassen (2002) suggested that in mathematics, it is possible to show students the actual task, allow them to rate their efficacy, and then complete the problem.”
Handbook of Metacognition in Education (2009, background): “There is evidence that students often overestimate their efficacy judgments—and in some cases quite substantially (Klassen, 2002; Pajares & Miller, 1994).”
The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006, background): “Students with RD who hold grossly inflated reading self-efficacy beliefs potentially provide a more difficult challenge for teachers than those who experience low self-efficacy (Klassen, 2002).”
COGNITIVE SELF-REGULATION IN YOUTH WITH AND WITHOUT LEARNING DISABILITIES: ACADEMIC SELF-EFFICACY, THEORIES OF INTELLIGENCE, LEARNING VS. PERFORMANCE GOAL PREFERENCES, AND EFFORT ATTRIBUTIONS (2009, background): “The failure to find a consistent pattern in the relationship between academic self-efficacy and learning disabilities may be due to one of any number of problems with this literature, including insufficient power, impure and confounded LD groups, and poor operationalizations of the self-efficacy con”
The Design of Inclusive Education Courses and the Self‐efficacy of Preservice Teacher Education Students (2007, background): “For example, according to Klassen (2002) and Weinstein (1988), it should not always be assumed that high levels of self-efficacy are necessarily desirable, especially if they reflect only limited experience.”