1 resultado para discipline-specific learning
em DigitalCommons@University of Nebraska - Lincoln
Filtro por publicador
- JISC Information Environment Repository (2)
- Repository Napier (1)
- ABACUS. Repositorio de Producción Científica - Universidad Europea (1)
- Abertay Research Collections - Abertay University’s repository (1)
- Aberystwyth University Repository - Reino Unido (5)
- Academic Archive On-line (Karlstad University; Sweden) (1)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (4)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (7)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (2)
- Aquatic Commons (1)
- Archive of European Integration (1)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (1)
- Aston University Research Archive (40)
- B-Digital - Universidade Fernando Pessoa - Portugal (2)
- Biblioteca de Teses e Dissertações da USP (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (3)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (20)
- Boston University Digital Common (7)
- Brock University, Canada (15)
- Bucknell University Digital Commons - Pensilvania - USA (3)
- Bulgarian Digital Mathematics Library at IMI-BAS (10)
- CaltechTHESIS (2)
- Cambridge University Engineering Department Publications Database (15)
- CentAUR: Central Archive University of Reading - UK (22)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (5)
- Cochin University of Science & Technology (CUSAT), India (6)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (6)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (1)
- CUNY Academic Works (2)
- Dalarna University College Electronic Archive (10)
- Deakin Research Online - Australia (144)
- Digital Commons - Michigan Tech (2)
- Digital Commons @ Winthrop University (1)
- Digital Commons at Florida International University (25)
- Digital Peer Publishing (8)
- DigitalCommons@The Texas Medical Center (3)
- DigitalCommons@University of Nebraska - Lincoln (1)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (3)
- DRUM (Digital Repository at the University of Maryland) (2)
- Duke University (4)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (2)
- Escola Superior de Educação de Paula Frassinetti (3)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (1)
- Glasgow Theses Service (2)
- Greenwich Academic Literature Archive - UK (4)
- Helda - Digital Repository of University of Helsinki (8)
- Indian Institute of Science - Bangalore - Índia (7)
- Instituto Politécnico de Santarém (1)
- Instituto Politécnico do Porto, Portugal (8)
- Massachusetts Institute of Technology (5)
- Memoria Académica - FaHCE, UNLP - Argentina (6)
- Memorial University Research Repository (1)
- Ministerio de Cultura, Spain (1)
- National Center for Biotechnology Information - NCBI (10)
- Nottingham eTheses (3)
- Open University Netherlands (7)
- Portal de Revistas Científicas Complutenses - Espanha (3)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (28)
- Queensland University of Technology - ePrints Archive (245)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (4)
- Repositório Aberto da Universidade Aberta de Portugal (2)
- Repositorio Académico de la Universidad Nacional de Costa Rica (2)
- Repositório Científico da Universidade de Évora - Portugal (2)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (6)
- Repositório Científico do Instituto Politécnico de Santarém - Portugal (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional da Universidade de Brasília (1)
- Repositorio Institucional de la Universidad de Almería (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (19)
- Research Open Access Repository of the University of East London. (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- School of Medicine, Washington University, United States (1)
- Universidad de Alicante (7)
- Universidad del Rosario, Colombia (3)
- Universidad Politécnica de Madrid (26)
- Universidade de Lisboa - Repositório Aberto (8)
- Universidade Federal de Uberlândia (2)
- Universidade Federal do Pará (2)
- Universidade Federal do Rio Grande do Norte (UFRN) (4)
- Universidade Técnica de Lisboa (1)
- Universitat de Girona, Spain (5)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Montréal (1)
- Université de Montréal, Canada (11)
- University of Connecticut - USA (1)
- University of Michigan (1)
- University of Queensland eSpace - Australia (15)
- University of Southampton, United Kingdom (3)
- University of Washington (3)
- WestminsterResearch - UK (4)
- Worcester Research and Publications - Worcester Research and Publications - UK (6)
Resumo:
This study was designed to compare the writing motivation of students with specific language impairments with their non-disabled peers. Due to the cognitive and linguistic demands of the writing process, students with language impairments face unique difficulties during the writing process. It was hypothesized that students with specific language impairments will be more likely to report lower levels of perceived writing competence and be less autonomously motivated to write. Students in grades 3-5 in 11 schools (33 with specific language impairments, 242 non-disabled peers) completed self-report measures, designed from a Self-Determination Theory perspective, which measured the degree that students are intrinsically motivated to write as well as their perceived writing competence. Statistical analyses showed that (1) students with specific language impairments reported lower levels of perceived writing competence and autonomous writing motivation; (2) SLI status was a significant predictor of perceived writing competence after spelling, grade, and gender were controlled; and (3) when spelling, grade, and gender were controlled, perceived writing competence was a significant predictor of autonomous writing motivation, but SLI status was not. The results of this study are expected to inform the current understanding of the relationship between language ability and writing motivation in students with specific language impairments, as well as the design of future writing interventions.