You are here:

International Journal of Educational Research

Volume 43, Number 4

Search this issue

Table of Contents

Number of articles: 6

  1. Self-perceptions, temperament, socioemotional adjustment and the perceptions of parental support of chronically underachieving children

    Thérèse Bouffard, Mathieu Roy & Carole Vezeau

    Several studies suggest that children who chronically underachieve are, like children with learning disorders, at risk for negative outcomes and are more likely to experience adjustment problems... More

    pp. 215-235

    View Abstract
  2. The interactive effect of test anxiety and learning disabilities among adolescents

    Dubi Lufi & Lina Darliuk

    The purpose of the present research was to expand the knowledge about test anxiety (TA) and its interactive effect on personality characteristics among adolescents who suffer from learning... More

    pp. 236-249

    View Abstract
  3. Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2

    Janne Lepola, Pekka Niemi, Mira Kuikka & Minna M. Hannula

    This 3-year longitudinal study examined how motivational tendencies, that is, task orientation and social dependence orientation, as well as cognitive-linguistic prerequisites of reading and math... More

    pp. 250-271

    View Abstract
  4. Comparison of the effects on writing attitudes and writing self-efficacy of three different training programs in students with learning disabilities

    Jesús-Nicasio García-Sánchez & Ana-María de Caso-Fuertes

    This study aimed to investigate the importance of self-efficacy and attitudes towards writing in writing training. It was also necessary to establish whether these constructs could be more enhanced... More

    pp. 272-289

    View Abstract
  5. Contributors to the social goals and outcomes of students with ADHD with and without LD

    Sydney S. Zentall

    There is a significant overlap between attention deficit hyperactivity disorder (ADHD) and learning disability (LD) student populations. The inattentive subtype of students with ADHD, in particular... More

    pp. 290-307

    View Abstract
  6. Classroom goal structures and hopelessness as predictors of day-to-day experience at school: Differences between students with and without learning disabilities

    Georgios D. Sideridis

    The purpose of the present study was to compare the everyday classroom practices of students with and without learning disabilities (LD) and attempt to predict those perceptions from classroom's... More

    pp. 308-328

    View Abstract