Εσωτερικά κίνητρα μάθησης και σχολική επίδοση μαθητών με μαθησιακές δυσκολίες.

Περίληψη

The scope of the present study was to address issues concerning the intrinsic orientation in the classroom. Nine hundred eighty Greek elementary students (grades fifth and sixth) participated in the study while 40 of them had learning disabilities. Significant group differences were found concerning the dimen¬sions of intrinsic orientation in their classroom and the achievement. Students without learning disabilities showed higher intrinsic motivation and greater school achievement than students with learning disabilities. Support was found that intrinsic orientation is positively and significantly related to school achievement with the exception of the subscale «Curiosity/Interest» and the correlation between “Independent Mastery” and Reading in the case of students with learning disabilities.