A Person-Centered Approach to SEN Students' Action-Control Beliefs and Their Relation to Time on Task (Poster 36)

• In Event: AERA Poster Session Eight
  In Poster Session: Cognitive and Motivational Processes: Poster Session Two

Abstract

The aim of the study was to identify the heterogeneous motivational characteristics of SEN students (N = 7369) based on their action-control beliefs (Skinner et al., 1988) and explore their relationship to academic performance and time on task as an indicator of effort. The results showed that even though SEN students were presented in all emerged motivational profiles, they were overrepresented in profiles that demonstrated more maladaptive beliefs, lower prior ability, less time spent, and poorer achievement in Learning-to-learn assessment tasks. Thus, the lower performance of these students may be due more to a lack of effort than to their actual ability in the light of theory and research on time on task (Carroll, 1989; Wise & Gao, 2017).

Authors

• Laura Nyman, University of Helsinki
  Presenting Author

• Satu Koivuhovi, University of Turku
  Non-Presenting Author

• Samuel Greiff, University of Luxembourg
  Non-Presenting Author

• Todd Little
  Non-Presenting Author

• Risto Hotulainen, University of Helsinki
  Non-Presenting Author

• Mari-Pauliina Vainikainen, Tampere University
  Non-Presenting Author