Differences in problems of motivation in different special groups.
In general, children with a range of special needs have below-average motivation and perceived control. We have investigated whether differences exist between the types of problem in different special groups. Theory distinguishes between two types: low motivation and perceived control can be based either on a low perceived contingency, or on a low perceived competence. These two types of problem require different intervention strategies. The development of these types is related to several factors that might vary systematically in different special groups: specific histories of experience of success and failure, the possibilities of perceiving contingencies, and the kind of feedback and attributions from important others. We asked teachers to rate their pupils and found, in accord with our expectations, that children with social, emotional and behavioural problems, children with moderate learning difficulties and children with specific learning difficulties have more problems in perceived competence than children with physical or visual impairments. There was a non-significant tendency in the expected direction for children with physical impairments to have lower perceived contingency scores than the other groups. We conclude that caution is required in generalizing research findings from one special group to another, and in the application of intervention techniques that have been developed for one particular group.
Kunnen
E S
ES
Department of Developmental Psychology, University of Utrecht, The Netherlands.
Steenbeek
H W
HW
D002648:Child; D002652:Child Behavior / Q000523:psychology; D002675:Child, Preschool; D006233:Persons with Disabilities; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis; D008297:Male; D009042:Motivation; D012649:Self Concept; D012647:Self-Assessment