2006/09/01 by Timothy D. Lackaye, Malka Margalit
Psychology · Social Sciences · #Disability Education and Employment #Education, Achievement, and Giftedness #Educational and Psychological Assessments
paper · doi:10.1177/00222194060390050501
crossref issued 2006/09/01 · crossref published 2006/09/01 · crossref published-online 2006/09/01 · crossref published-print 2006/09/01 · openalex publication_date 2006/09/01 · crossref created 2007/12/14 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/31
This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of loneliness and negative mood. When compared to peers without LD (n = 447) at four different academic achievement levels, students with LD showed higher achievement than the low-average group, but their social-emotional profiles were similar to the low and low-average groups. Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD. These results demonstrated the importance of hope in understanding the functioning of students with LD.