A comparison of self-efficacy beliefs and achievement motivation in students with and without learning disability

The purpose of this study was to compare self-efficacy beliefs and achievement motivation in students with and without learning disabilities. This is a sectional-comparative study. From among all students of primary school(girl and boy) with and without learning disabilities in Ardabil in 1390, and using a stratifed sampling procedure a sample of 40 students with LD, and 40 normal students matched(in terms of age, gender, class, school and eco-social status) was selected. Data were collected using general self-efficacy questionnaire of Scherer and et al. and achievement motivation questionnaire(AMQ) of Hermans. Results indicated that the two groups of students differed significantly in self-efficacy beliefs and achievement motivation. Students with learning disability experience low levels of self-efficacy beliefs and achievement motivation because of low levels of expectation of themselves. The findings imply that self-efficacy beliefs and achievement motivation should be important in the educational and counseling services provided for students with LD.