Perceived competence and intrinsic motivation in learning disability children

Abstract Harter's (1978) developmental model of effectance motivation provided a conceptual framework for this study. Self‐ratings of perceived competence and motivational orientation were obtained from learning disability and normal children in the fourth through sixth grades. Teacher ratings were also obtained. Broadening the view of learning disorders to include these non‐ability factors, it was hypothesized that learning disability children would have a comparatively more external motivational orientation. Similarly, learning disability children were expected to perceive themselves as comparatively less competent in cognitive skills, though not necessarily social and physical areas of competence or general self‐esteem. Results indicated group differences in self‐perceptions of cognitive competence, as well as specific components of motivational orientation. It was suggested that children who encounter learning difficulties may be reinforced less for independent mastery attempts. Inhibition of effort with continued dependence upon others for evaluative feedback may then follow and compound the original learning difficulty.