ACADEMIC SELF-CONCEPT AND MASTERY MOTIVATION IN STUDENTS WITH LEARNING DISABILITIES

The purpose of this study was to examine self-concept (SC) and mastery motivation (MM) of students with learning disabilities (LD) and to explore their relationship. The cross-sectional study involved 103 children with LD from grades 6, 8, and 10. Participants were administered the Self-Description Questionnaire (SDQ) and the Dimensions of Mastery Questionnaire (DMQ). The approach we used focused on intragroup differences within the LD population. Significant individual differences were found within the LD population, with type of diagnosis (single LD, multiple LD) and parental background playing important roles in self-perceived abilities and motivation of children and youth with LD. The different facets of the self-concept are related to mastery motivation in the different domains, indicating that lower self-perceived academic abilities may contribute to lower motivation in the given domains.