A Study On The Characteristics And Relationship Of Self-efficacy, Motivation, Learning Strategies Of Learning Disabilities

Learning disabilities (LD) students have become a hot spot in educational psychology and a major problem in the work of basic education for a long time. Previous studies have indicated that LD will be influenced by many factors, such as learning strategies, goals, confidence, self-effort etc. Our research selected three factors: learning motivation, academic self-efficacy and learning strategies as the research variables. We try to find out the characteristics and relationship of them, and the differences between LD students and NLD students. The main results are as follow:(1)Compared with NLD students, LD students have significantly higher scores on surface motive and achieving motive, but significantly lower scores on deep motive.(2)Compared with NLD students, LD students have significantly lower scores on both learning ability self-efficacy and learning behavior self-efficacy.(3)Compared with NLD students, LD students have significantly lower scores on four dimensions of learning strategies.(4)LD students get the highest scores on surface motive, then, achieving motive and the lowest is deep motive; NLD students get the highest scores on deep motive, then, achieving motive, the lowest is surface motive.(5)For learning strategies, LD students get the highest scores on motive strategy, then, social strategy, next, meta cognitive strategy, and the lowest is cognitive strategy; NLD students get the highest scores on cognitive learning strategy, then, motive strategy, next, social strategy, and the lowest is meta cognitive strategy.(6)For LD students, surface motive is significantly related with motive strategy; deep motive is significantly related with self-efficacy and learning strategy; achieving motive is significantly related with learning strategy; learning ability self-efficacy is significantly related with learning strategy; learning behavior self-efficacy is significantly related with cognitive learning strategy.(7)For junior school students, learning motivation, academic self-efficacy and learning strategies have significantly regression effect for academic performance.Our conclusions are as follow:(1)LD and NLD students have significant differences on motive, self-efficacy and strategies.(2)LD students’dominated learning motivation is surface motive and NLD students’ dominated motivation is deep motive.(3)LD students need cognitive learning strategy most and NLD students have average performance on all of the learning strategies.(4)Surface motive, learning behavior self-efficacy and motive learning strategy have significantly regression effect for academic performance.