Understanding Low Achievement and Depression in Children with Learning Disabilities: A Goal Orientation Approach*

International Review of Research in Mental Retardation

Volumn 31, Issue , 2006, Pages 163-203

  Sideridis, Georgios D ^a  

^a UNIVERSITY OF CRETE   (Greece)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33646683036     PISSN: 00747750     EISSN: None     Source Type: Book Series    
DOI: 10.1016/S0074-7750(05)31005-6     Document Type: Review

References (119)

1. Abela J.R., and Alessandro D.U. Beck's cognitive theory of depression: A test of the diathesis-stress and causal mediation components. British Journal of Clinical Psychology 41 (2002) 111-128
2. Abramson L.Y., Metalsky G.I., and Alloy L.B. Hopelessness depression: A theory-based subtype of depression. Psychological Review 96 (1989) 358-372
3. Abramson L.Y., Seligman M.E.P., and Teasdale J.D. Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology 87 (1978) 49-74
4. Adelman H.S. The concept of intrinsic motivation: Implications for practice and research with the learning disabled. Learning Disability Quarterly 1 (1978) 43-54
5. Adelman H.S., and Taylor L. Enhancing motivation for overcoming learning and behavior problems. Journal of Learning Disabilities 7 (1983) 384-392
6. Ainley M.D. Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology 85 (1993) 395-405
7. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84 (1992) 261-271
8. Ames C., and Archer J. Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology 80 (1988) 260-267
9. Anderman E., Griesinger T., and Westerfield G. Motivation and cheating in early adolescence. Journal of Educational Psychology 90 (1998) 84-93
10. Aponik D.A., and Dembo M.H. LD and normal adolescents' causal attributions of success and failure at different levels of task difficulty. Learning Disability Quarterly 6 (1983) 31-39
11. Atkinson J. An introduction to motivation (1964), VNR, New York
12. Atkinson J.W. The mainsprings of achievement oriented activity. In: Atkinson J., and Raynor J. (Eds). Motivation and achievement (1974), Wiley, New York 13-41
13. In: Atkinson J., and Feather N. (Eds). A theory of achievement motivation (1966), Wiley, New York
14. Barron K.E., and Harackiewicz J.M. Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology 80 (2001) 706-722
15. Beck A.T. Cognitive therapy of depression: New perspectives. In: Clayton P.J., and Barrett J.E. (Eds). Treatment of depression: Old controversies and new approaches (1983), Raven Press, New York
16. Beer J., and Beer J. Depression, self-esteem, suicide ideation, and GPAs of high school students at risk. Psychological Reports 71 (1992) 899-902
17. Bentler P.M. EQS Structural equations program manual (1998), BMDP Statistical Software, Los Angeles, CA
18. Boldero J., and Francis J. Ideals, oughts, and self-regulation: Are there qualitatively distinct self-guides?. Asian Journal of Social Psychology 2 (1999) 343-355
19. Carver C.S., Lawrence J.W., and Scheier M.F. Self-discrepancies and affect: Incorporating the role of feared selves. Personality and Social Psychology Bulletin 25 (1999) 783-792
20. Carlson C.L., Booth J.E., Shin M., and Canu W.H. Parent-, teacher-, and self-rated motivational styles in ADHD subtypes. Journal of Learning Disabilities 35 (2002) 104-113
21. Chapman J. Cognitive-motivational characteristics and academic achievement of learning disabled children: Individual differences and their implications for treatment. In: Torgesen J., and Wong B. (Eds). Psychological and educational perspectives on learning disabilities (1988), Academic Press, New York 225-255
22. Colbert P., Newman B., Ney P., and Young J. Learning disabilities as a symptom of depression in children. Journal of Learning Disabilities 15 (1982) 333-336
23. Cook T.D., and Campbell D.T. Quasi-experimentation: Design and analysis issues for field settings (1979), Rand McNally, Chicago
24. Csikszentmihalyi M. Flow: The psychology of optimal experience (1990), Harper Collins, New York
25. Dalley M.B., and Bolocofsky D.N. Depressive symptomatology, attributional style, dysfunctional attitude, and social competency in adolescents with and without learning disabilities. School Psychology Review 21 (1992) 444-459
26. Durrant J.E. Attributions for achievement outcomes among behavioral subgroups of children with learning disabilities. Journal of Special Education 27 (1993) 306-320
27. Dweck C.S. Motivational processes affecting learning. American Psychologist 41 (1986) 1040-1048
28. Dweck C.S., and Leggett E.L. A social-cognitive approach to motivation and personality. Psychological Review 95 (1988) 256-273
29. Dykman B.M. Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology 74 (1998) 139-158
30. Eldredge J.L., Quinn B., and Butterfield D.D. Causal relationships between phonics, reading comprehension, and vocabulary achievement in the second grade. Journal of Educational Research 83 (1990) 201-214
31. Elliot A.J. Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In: Maehr M.L., and Pintrich P.R. (Eds). Advances in motivation and achievement Vol. 10 (1997), JAI Press, Greenwich, CT 143-179
32. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 34 (1999) 169-189
33. Elliot A.J., and Church M.A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72 (1997) 218-232
34. Elliot A.J., and Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 70 (1996) 461-475
35. Elliot A.J., McGregor J.A., and Gable S. Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology 91 (1999) 549-563
36. Elliot A.J., and Moller A.C. Performance-approach goals: Good or bad forms of regulation. International Journal of Educational Research 39 (2003) 339-356
37. Elliott E.S., and Dweck C.S. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 54 (1988) 5-12
38. Fulk B.M., Brigham F.J., and Lohman D.A. Motivation and self-regulation: A comparison of students with learning and behavior problems. Remedial and Special Education 19 (1998) 300-309
39. Fuerst D.R., Fisk J.L., and Rourke B.P. Psychosocial functioning of learning-disabled children: Relations between WISC verbal IQ-performance IQ discrepancies and personality subtypes. Journal of Consulting and Clinical Psychology 58 (1990) 657-660
40. Goldstein D., Paul G.G., and Sanfilippo-Cohn S. Depression and achievement in subgroups of children with learning disabilities. Journal of Applied Developmental Psychology 6 (1985) 263-275
41. Gregg N., Hoy C., King M., Moreland C., and Jagota M. The MMPI-2 profile of adults with learning disabilities in university and rehabilitation settings. Journal of Learning Disabilities 25 (1992) 386-395
42. Grolnick W.S., and Ryan R.M. Self-perceptions, motivation, and adjustment in children with learning disabilities: A multiple group comparison study. Journal of Learning Disabilities 23 (1990) 177-184
43. Hall C.W., and Haws D. Depressive symptomatology in learning disabled and nonlearning disabled students. Psychology in the Schools 26 (1989) 359-364
44. Harackiewicz J.M., Barron K.E., Carter S.M., Lehto A.T., and Elliot A.J. Determinants and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology 73 (1997) 1284-1295
45. Harackiewicz J.M., Barron K.E., and Elliot A.J. Rethinking achievement goals: When are they adaptive for college students and why?. Educational Psychologist 33 (1998) 1-21
46. Harackiewicz J.M., Barron K.E., Pintrich P.R., Elliot A.J., and Thrash T.M. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 94 (2002) 638-645
47. Harackiewicz J.M., Barron K.E., Tauer J.M., and Carter S.M. Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology 92 (2000) 316-330
48. Haywood H.C., and Switzky H.N. Use of contingent social reinforcement to change the verbal expression of motivation by children of differing motivational orientation. Perceptual and Motor Skills 40 (1975) 547-561
49. Haywood H.C., and Switzky H.N. Work response of mildly mentally retarded adults to self-versus external regulation as a function of motivational orientation. American Journal of Mental Deficiency 90 (1985) 151-159
50. Haywood H.C., and Switzky H.N. Intrinsic motivation and behavioral effectiveness in retarded persons. In: Ellis N., and Bray N. (Eds). International review of research in mental retardation Vol. 14 (1986), Academic Press, New York 1-46
51. Heath N.L., and Ross S. Prevalence and expression of depressive symptomatology in students with and without learning disabilities. Learning Disability Quarterly 23 (2000) 24-36
52. Heath N.L., and Wiener J. Depression and nonacademic self-perceptions in children with and without learning disabilities. Learning Disability Quarterly 19 (1996) 34-44
53. Herzberg F., Mausner B., and Snyderman B.B. The motivation to work (1959), Wiley, New York
54. Higgins E.T. Self-discrepancy: A theory relating self and affect. Psychological Review 94 (1987) 319-340
55. Higgins E.T. Ideals, oughts, and regulatory focus. In: Gollwitzer P.M., and Bargh J.A. (Eds). The psychology of action: Linking cognition and motivation to behavior (1996), Guilford Press, New York 482-506
56. Higgins E.T. Beyond pleasure and pain. American Psychologist 52 (1997) 1280-1300
57. Howard K.A., and Tryon G.S. Depressive symptoms in and type of classroom placement for adolescents with LD. Journal of Learning Disabilities 35 (2002) 185-190
58. Hoy C., Gregg N., Wisenbaker J., Manglitz E., King M., and Moreland C. Depression and anxiety in two groups of adults with learning disabilities. Learning Disability Quarterly 20 (1997) 280-291
59. Kazdin A.E., Rodgers A., and Colbus D. The Hopelessness Scale for Children: Psychometric characteristics and concurrent validity. Journal of Consulting and Clinical Psychology 54 (1986) 241-245
60. Kenny D.A., and Harackiewicz J.M. Cross-lagged correlation: Practice and promise. Journal of Applied Psychology 64 (1979) 372-379
61. Kovacs M. Children's Depression Inventory (CDI) manual (1992), Multi-health systems, North Tonawanda, NY
62. Laurent J., Catanzaro S.J., Joiner T.E., Rudolph K.D., Potter K.I., Lambert S., Osborne L., and Gathright T. A measure of positive and negative affect for children: Scale development and preliminary validation. Psychological Assessment 11 (1999) 326-338
63. Lewin K. A dynamic theory of personality (1935), McGraw-Hill, New York
64. Lewin K., Dembo T., Festinger L., and Sears P.S. Level of aspiration. In: Hunt J.M. (Ed). Personality and the behavior disorders Vol. 1 (1944), Roland Press, New York 333-378
65. Locascio J.J. The cross-lagged correlation technique: Reconsideration in terms of exploratory utility, assumption specification, and robustness. Educational and Psychological Measurement 42 (1982) 1023-1036
66. Lonigan C.J., Hooe E.S., and Corinne D.F. Positive and negative affectivity in children: Confirmatory factor analysis of a two-factor model and its relationship to symptoms of anxiety and depression. Journal of Consulting and Clinical Psychology 67 (1999) 374-386
67. Maag J.W., and Behrens J.T. Depression and cognitive self-statements of learning disabled and seriously emotionally disturbed adolescents. Journal of Special Education 23 (1989) 17-27
68. Maag J.W., Behrens J.T., and DiGangi S.A. Dysfunctional cognitions associated with adolescent depression: Findings across special populations. Exceptionality 3 (1992) 31-47
69. Maag J.W., and Reid R. The phenomenology of depression among students with and without learning disabilities: More similar than different. Learning Disabilities Research & Practice 9 (1994) 91-103
70. McClelland D. Personality (1951), Chicago Press
71. McClelland D., Atkinson J., Clark R., and Lowell E. The achievement motive (1953), Appleton-Century-Crofts, New York
72. Maehr M.L., and Anderman E.M. Reinventing schools for early adolescents: Emphasizing task goals. Elementary School Journal 93 (1993) 593-610
73. Mattek P.W., and Wierzbicki M. Cognitive and behavioral correlates of depression in learning-disabled and nonlearning-disabled adult students. Journal of Clinical Psychology 54 (1998) 831-837
74. Meece J.L., and Holt K. A pattern analysis of students' achievement goals. Journal of Educational Psychology 85 (1993) 582-590
75. Mokros H.B., Poznanski E.O., and Merrick W.A. Depression and learning disabilities in children: A test of an hypothesis. Journal of Learning Disabilities 22 (1989) 230-234
76. Newcomer P.L., Barenbaum E., and Pearson N. Depression and anxiety in children and adolescents with learning disabilities, conduct disorders, and no disabilities. Journal of Emotional and Behavioral Disorders 3 (1995) 27-39
77. Nicholls J.G. Achievement motivation: Conceptions of ability, subjective experiences, task choice, and performance. Psychological Review 91 (1984) 328-346
78. Onwuegbuzie A., Levin J.R., and Leach N.L. Do effect sizes measure up? A brief assessment. Learning Disabilities: A Contemporary Journal 1 (2003) 37-40
79. Palladino P., Poli P., Masi G., and Marcheschi M. The relation between metacognition and depressive symptoms in preadolescents with learning disabilities: Data in support of Borkowski's model. Learning Disabilities Research & Practice 15 (2000) 142-148
80. Pintrich P.R. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 92 (2000) 554-555
81. Pintrich P.R., and Blazevski J.L. Applications of a model of goal orientation and self-regulated learning to individuals with learning problems. In: Switzky H. (Ed). International review of research in mental retardation Vol. 28 (2004), Elsevier/Academic Press, San Diego 31-83
82. Pintrich P.R., Anderman E.M., and Klobucar C. Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of Learning Disabilities 27 (1994) 360-370
83. Pintrich P., and Schrauben B. Student's motivational beliefs and their cognitive engagement in academic tasks. In: Schunk D., and Meece J. (Eds). Students' perception in the classroom: Causes and consequences (1992), Erlbaum, Hillsdale, NJ 149-183
84. Rawsthorne L.J., and Elliot A.J. Achievement goals and intrinsic motivation: A meta- analytic review. Personality and Social Psychology Review 3 (1999) 326-344
85. Reynolds C.R., and Richmond B.O. What I think and feel: A revised measure of children's manifest anxiety. Journal of Abnormal Child Psychology 6 (1978) 271-280
86. Roberts K.J. A primer on multilevel modeling. Learning Disabilities: A Contemporary Journal 2 (2003) 30-38
87. Rodriguez C.M., and Routh D.K. Depression, anxiety, and attributional style in learning disabled and non-learning disabled children. Journal of Clinical Child Psychology 18 (1989) 299-304
88. Rogosa D. A critique of cross-lagged correlation. Psychological Bulleting 88 (1980) 245-258
89. Rogers H., and Saklofski D.H. Self-concepts, locus of control, and performance expectations of LD children. Journal of Learning Disabilities 18 (1985) 273-277
90. Rosenberg M. Society and the adolescent self-image (1965), Princeton University Press, Princeton, NJ
91. Rosenberg M. Conceiving the self (1979), Basic Books, New York
92. Rourke B.P., Young G.C., and Leenars A.A. A childhood learning disability that predisposes those afflicted to adolescent and adult depression and suicide risk. Journal of Learning Disabilities 22 (1989) 169-175
93. Sabatino D.A. Research on achievement motivation with learning disabled populations. Advances in Learning and Behavioral Disabilities 1 (1982) 75-116
94. Schultz G.F., and Switzky H.N. The academic achievement of elementary and junior high school students with behavior disorders and their nonhandicapped peers as a function of motivational orientation. Learning & Individual Differences 5 (1993) 31-42
95. Seligman M.E.P. Helplessness: On depression, development, and death (1975), W. H. Freeman, San Francisco
96. Sideridis, G. D. (in press). Goal orientation and strong oughts: Adaptive or maladaptive forms of motivation for students with and without learning disabilities? Learning and indivitual differences
97. Sideridis G.D. Goal importance and students at risk of having language difficulties: An underexplored aspect of student motivation. Journal of Learning Disabilities 35 (2002) 343-356
98. Sideridis G.D. On the origins of helpless behavior in students with learning disabilities: Avoidance motivation?. International Journal of Educational Research 39 (2003) 497-517
99. Sideridis G.D. Performance approach-avoidance motivation and planned behavior theory: Model stability with students with and without LD. Reading and Writing Quarterly 21 (2005) 331-359
100. Sideridis G.D. Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology 97 (2005) 366-375
101. Sideridis G.D. Goal orientations, oughts and regulation in learning disabilities. Learning Disability Quarterly 29 (2006) 1-16
102. Sideridis G.D., and Padeliadu S. The motivational determinants of elementary school students at risk of having reading difficulties: An application of planned behavior theory with goal importance. Remedial and Special Education 22 (2001) 268-297
103. Sideridis G.D., and Tsorbatzoudis C. Intra-group motivational analysis of students with learning disabilities: A goal orientation approach. Learning Disabilities: A Contemporary Journal 1 (2003) 8-19
104. Stanovich P.J., Jordan A., and Perot J. Relative differences in academic self-concept and peer acceptance among students in inclusive classrooms. Remedial and Special Education 19 (1998) 120-125
105. Stevenson D.T., and Romney D.M. Depression in learning disabled children. Journal of Learning Disabilities 17 (1984) 579-582
106. Switzky H.N. A cognitive-motivational perspective on mental retardation. [On-Line]. In: Switzky H., and Greenspan S. (Eds). What is mental retardation: Ideas for an evolving disability (2003), American Association on Mental Retardation, Washington, DC. Retrieved July 2003 from http://www.disabilitybooksonline.com
107. Switzky H.N. Personality and motivational self-system processes in persons with mental retardation: Old memories and new perspectives. In: Switzky H.N. (Ed). Personality and motivational differences in persons with mental retardation (2001), Lawrence Erlbaum Associates, Publishers, Hillsdale, NJ 57-143
108. Switzky H.N. Intrinsic motivation and motivational self-system processes in persons with mental retardation: A theory of motivational orientation. In: Zigler E., and Bennett-Gates D. (Eds). Personality development in individuals with mental retardation (1999), Cambridge University Press, New York 70-166
109. Tarnowski K.J., and Nay S.M. Locus of control in children with learning disabilities and hyperactivity: A subgroup analysis. Journal of Learning Disabilities 22 (1989) 381-383
110. Thomas A. Learned helplessness and expectancy factors: Implications for research in learning disabilities. Review of Educational Research 49 (1979) 208-221
111. Turner J.C., Thorpe P.K., and Meyer D.K. Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology 90 (1998) 758-771
112. United States Office of Education. Definition and criteria for defining students as learning disabled. Federal Register 42 (1977), U.S. Government Printing Office, Washington DC 65083 250
113. Weinberg W.A., McLean A., Snider R., and Nuckols A.S. Depression, learning disability, and school behavior problems. Psychological Reports 64 (1989) 275-283
114. Weisz J.R. Commentary: Self-regulation, motivation, and developmental psychopathology. In: Heckhausen J., and Dweck C.S. (Eds). Motivation and self-regulation across the life span (1998), Cambridge University Press, New York 316-337
115. Wentzel K.R. Motivation and achievement in early adolescence. The role of multiple classroom goals. Journal of Early Adolescence 13 (1993) 4-20
116. Wentzel K.R. Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology 90 (1997) 202-209
117. Wentzel K.R. Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology 90 (1998) 202-209
118. Wilson D.R., and David W.J. Academic intrinsic motivation and attitudes toward school and learning of learning disabled students. Learning Disabilities Research & Practice 9 (1994) 148-156
119. Wright-Strawderman C., and Watson B.L. The prevalence of depressive symptoms in children with learning disabilities. Journal of Learning Disabilities 25 (1992) 258-264