- higher ratings of teacher competence, parental expectations, and student classroom collaboration all led to increased ratings for academic IM and lessened the disparity of academic IM between the different disability categories


California Polytechnic State University, San Luis Obispo

This study investigates whether there are differences in a teacher's ratings of academic intrinsic motivation (IM) in students with different types of disabilities. The researchers also investigated whether controlling factors such as parental expectations, teacher competence, and student classroom collaboration provided an explanation for why these ratings were given.

Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities

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.


- Do teachers' ratings of academic IM for students with disabilities vary by student disability category?
- Do predictor variables such as parental expectations, teacher competence, and student classroom collaboration help explain factors that influence and predict teachers’ ratings of academic IM for students with disabilities?

Research Questions

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

- teacher's perceived students with autism spectrum disorder to have the lowest academic IM with a mean rating of 1.84
- teacher's perceived students with speech language impairment to have the highest academic IM with a mean rating of 2.34

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