Exploring Motivation of Students With Learning Disabilities Using Latent Class Analysis

• In Event: Poster Session 13
  In Poster Session: Motivation in Education SIG Poster Session 2

Abstract

To better understand the underrepresentation of students with learning disabilities in the STEM pipeline, this study used data from the High School Longitudinal Study of 2009 and the first follow-up to explore motivational profiles of 9th graders with (n = 224) and without (n = 2,721) learning disabilities in math class. Using the Eccles et al. framework of expectancy-value theory and latent class analysis, we examine five distinct motivational profiles. Using HLM, we used these groups to predict students’ math achievement and perceived persistence in 11th grade. Results indicate students with learning disabilities vary in their motivation and perceived persistence similarly to their typically developing peers, though they achieve less than their peers in math later in high school.

Authors

• Alyssa Emery, The Ohio State University

• Megan Sanders, The Ohio State University - Columbus

• Marissa Green, The Ohio State University - Columbus

• Jessica Logan, The Ohio State University

• Eric M. Anderman, The Ohio State University