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Differences in problems of motivation in different special groups.

E S Kunnen1, H W Steenbeek

  • 1Department of Developmental Psychology, University of Utrecht, The Netherlands.

Child: Care, Health and Development
|November 5, 1999
PubMed
Summary

Children with special needs often have low motivation. This study found that social, emotional, and learning difficulties are linked to lower perceived competence, unlike physical or visual impairments.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Special Education

Background:

  • Children with special needs generally exhibit below-average motivation and perceived control.
  • Theoretical frameworks distinguish between low perceived contingency and low perceived competence as distinct issues impacting motivation.
  • Factors such as past experiences, feedback, and attributions may influence these motivational differences across special needs groups.

Purpose of the Study:

  • To investigate differences in the types of motivational problems (perceived contingency vs. perceived competence) among various special needs groups.
  • To determine if specific special needs populations exhibit distinct patterns of low motivation and perceived control.
  • To inform the development of targeted intervention strategies for diverse special needs populations.

Main Methods:

  • Teacher ratings of student motivation and perceived control were collected.
  • Participants included children across various special needs categories, including social, emotional, behavioral, moderate learning, specific learning, physical, and visual impairments.
  • Statistical analysis was used to compare perceived competence and perceived contingency scores between groups.

Main Results:

  • Children with social, emotional, and behavioral problems, moderate learning difficulties, and specific learning difficulties reported significantly lower perceived competence compared to children with physical or visual impairments.
  • A non-significant trend indicated that children with physical impairments had lower perceived contingency scores than other groups.
  • These findings suggest distinct motivational profiles across different special needs categories.

Conclusions:

  • Generalizing research findings and intervention techniques across different special needs groups requires caution.
  • Intervention strategies should be tailored to the specific type of motivational deficit (perceived competence vs. perceived contingency) and the child's particular special needs category.
  • Understanding the heterogeneity of motivational challenges in special education is crucial for effective support.