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The Effect Of Perceived Student Effort On Teacher Impressions Of StudentsWith Learning Difficulties

David A. Kahn*, Gail Cheramie**, Mary E. Stafford***

*-**-*** University of Houston-Clear Lake.

Periodicity:May - July'2013
DOI : https://doi.org/10.26634/jpsy.7.1.2345

Abstract

The purpose of this study was to investigate whether vignettes could allow for differentiation of perceived effort, and if so, would perceived student effort have an effect on teacher impressions of students and whether they would refer for special education services. Eighty-six teachers with an average of eight years of teaching experience participated in the study. They read four vignettes of students experiencing learning difficulties and answered questions regarding their perceptions of student effort, overall impression of the student, and whether they would refer the student for special education services. Results indicated that the vignettes can be used to differentiate between perceptions of high and low effort. Results further indicated that high effort was associated with overall positive impressions of students, while low effort was associated with negative impressions. There was no significant relationship between perceived effort and referral for special education services.

Keywords

Teacher Perceptions; Student Effort; Learning Difficulties; Teacher Impressions of Students; Referral for Special Services

How to Cite this Article?

David A. Kahn, Gail M. Cheramie and Mary E. Stafford (2013). The Effect Of Perceived Student Effort on Teacher Impressions Of Students With Learning Difficulties. i-manager’s Journal on Educational Psychology, 7(1), 7-12. https://doi.org/10.26634/jpsy.7.1.2345

References

[1]. Meltzner, L., Katzir, T., Miller, L., Reddy, R. & Roditi, B. (2004). Academic self-perceptions, effort, and strategy use in students with learning disabilities: Changes over time. Learning Disabilities Research & Practice, 19(2), 99-108.

[2]. Meltzner, L., Katzir-Cohen, T., Miller, L., & Roditi, B. (2001). The impact of effort and strategy use on academic per formance: Student and teacher perceptions. Learning Disability Quarterly, 24, 85-98.

[3]. Meltzner, L., Reddy, R., Pollica, L.S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative selfperceptions: Is there a cyclical relationship between teachers' and students' perceptions of effort, strategy use, and academic performance? Learning Disabilities Research & Practice, 19(1), 33-44.

[4]. Meltzner, L., Roditi, B., T., Houser, R.F., & Perlman, M. (1998). Perceptions of academic strategies and competencies in students with learning disabilities. Journal of Learning Disabilities, 31(5), 437-451.

[5]. Raim, J. (1982). Case reports in reading and learning disabilities: Psycho educational Evaluation and Remedial Planning. Springfield, IL: Charles C. Thomas.

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