The relationship between extracurricular lessons and general achievement, self-perception of ability, and persistence of elementary and middle school students with learning disabilities across SES groups Public Deposited
- Last Modified
- March 21, 2019
- Creator
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Gordon, William A.
- Affiliation: School of Education
- Abstract
- Working with the Special Education Elementary Longitudinal Study (SEELS) database, this study gathered evidence regarding the relationship between extracurricular lessons and general achievement, self-perception of ability, and persistence of elementary and middle school students with learning disabilities across low and high socioeconomic groups. There was not enough viable data to test for statistical significance on the relationship between extracurricular lessons and self-perceived ability. Findings showed that participation in extracurricular lessons did not have a statistically significant effect on general achievement and persistence in both SES groups. The low amount of viable data supports the need for further examination using a primary data collection method. With the growing number of children with learning disabilities, it is critical that we examine the relationship between learning disabilities and self-efficacy, persistence, and general achievement.
- Date of publication
- December 2008
- DOI
- Resource type
- Rights statement
- In Copyright
- Advisor
- Meece, Judith L.
- Degree granting institution
- University of North Carolina at Chapel Hill
- Language
- Access
- Open access
- Parents:
This work has no parents.
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The relationship between extracurricular lessons and general achievement, self-perception of ability, and persistence of elementary and middle school students with learning disabilities across SES groups | 2019-04-10 | Public |
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