Teachers were surveyed on how a student interacted with and worked with other students. They rated the following two statements on a scale of 1-4 (1 = never, 4 = often):

- student worked with a peer, partner, or group
- participated in class discussion

California Polytechnic State University, San Luis Obispo

The researchers used data from a longitudinal study called SEELS which was conducted in 1999 on over 13,000 students with disabilities aged 6-14

Methods

Daniel, J., R., & Cooc, N. (2018). Teachers’ perceptions of academic intrinsic motivation for students with disabilities. The Journal of Special Education, 52(2), 101–112.


Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities

Teachers took a survey to rate their perceptions of a student's academic IM. They rated the following five statements on a scale of 1-3 (never, sometimes, very often):

- keep on task until he or she is finished, even if it takes a long time
- join group activities without being told to do so
- do things on his or her own even if it is hard
- ask for what he or she needs to do his or her best in class
- communicate his or her thoughts and ideas

Methods: Teachers' Perception of Academic IM

Teachers rated their ability to teach and manage a classroom. They rated the following six statements on a scale of 1-5 (1 = needs improvement, 5 = fully competent):

- motivating students to participate in academic tasks
- adapting instruction or materials to student's individual needs and achievements
- teaching reading skills
- monitoring students' progress
- considering and building on the cultural diversity of students

Methods: Teacher Competence

Parents were surveyed on their expectations for how much success their child will achieve, both in the present and the future. They rated the following three statements on a scale of 1-4 (1 = definitely will not, 4 = definitely will):

- respondent expects child will graduate from high school and get a regular high school diploma
- respondent expects child will attend school after high school
- respondent expects child to graduate from a 4-year college

Parents rated a fourth statement on a different 1-4 scale (1 = definitely graduate from a 4-year college, 4 = definitely will not graduate from a 2-year college)

- respondent's overall college expectations from child



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