Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2022-05-27 DOI:10.1002/dys.1713
Odile Rohmer, Nadège Doignon-Camus, Jean Audusseau, Séléna Trautmann, Anne-Clémence Chaillou, Maria Popa-Roch
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引用次数: 4

Abstract

Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between “school” and “failure”. The aim of the present study was to investigate how such factors contribute to academic failure in students with dyslexia. Participants were 183 French middle school students. We assessed students' self-judgement and manipulated the framing of performance tasks so that students completed literacy tasks in both academic and non-academic forms. We expected a detrimental impact of dyslexia on performance in academic but not in non-academic tasks. We also expected self-judgement to account for this difference. Students with dyslexia perceive themselves as less competent than students without dyslexia. Significantly, structural equation modeling revealed that students with dyslexia performed poorly in academic tasks, compared to students without dyslexia. This difference no longer appeared in non-academic tasks. Self-judgement of competence is a predictor of the performance of students with and without dyslexia at school and their impact is related to how the academic features of the tasks are emphasized.

Abstract Image

去除学生评价中的学术框架可以提高阅读障碍儿童的成绩:能力自我判断的中介作用
众所周知,自我判断在学业成绩中起着至关重要的作用,因此,可能会对患有阅读障碍的学生产生影响。他们的自我判断可能反映了针对残疾人的低能力的负面刻板印象。他们反复的学业失败可能会导致“学校”和“失败”之间的负面联系。本研究的目的是调查这些因素是如何导致有阅读障碍的学生学业失败的。参与者是183名法国中学生。我们评估了学生的自我判断,并操纵了任务的框架,以便学生完成学术和非学术形式的读写任务。我们预期阅读障碍对学业表现有不利影响,但对非学业任务没有影响。我们还期望自我判断能够解释这种差异。有阅读障碍的学生认为自己的能力不如没有阅读障碍的学生。值得注意的是,结构方程模型显示,与没有阅读障碍的学生相比,有阅读障碍的学生在学业任务中的表现较差。这种差异在非学术任务中不再出现。能力的自我判断是有阅读障碍和没有阅读障碍的学生在学校表现的一个预测指标,其影响与任务的学术特征如何被强调有关。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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