Biomedical subjects

D J Wiest

Publications and source records attributed to D J Wiest.

3 recordsLinked to original sources

PubMed2001

Intrinsic motivation among regular, special, and alternative education high school students.

This study examined motivationally related variables among three types of high school students. In particular, students' perceptions of competence, control, parental autonomy support, teacher autonomy support, peer autonomy support, and academic coping were investigated. Two hundred fifty-one juniors and seniors (104 regular education, 93 alternative education, and 54 special education) from a large Southern California school district participated. Significant group differences were found on measures of perceived competence, academic coping, and parental autonomy support. Specifically, regular education students had a higher level of self-reported academic competence than did special education students. Further, regular education and special education students reported that their parents were more involved in their lives as compared with alternative education students. Finally, regular education students reported a higher level of academic anxiety than did special education and alternative education students; however, regular education students had the highest level of positive coping. The implications of these findings are discussed.

Achievement↗

PubMed1998

Predictors of global self-worth and academic performance among regular education, learning disabled, and continuation high school students.

While academic performance and achievement motivation among elementary school students have received considerable attention, far less is known with respect to adolescents. The primary purpose of this project was to examine the ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance with a group of regular education, learning disabled, and continuation high school students. Stepwise regression analyses indicated that indices of perceived competence, control, and autonomy support were significant predictors of self-worth and grade point average. Additionally, school status (i.e., regular education and continuation) and a depression variable were significant predictors in the regression model for academic performance. The results highlight the need for continued empirical investigation into issues surrounding the academic performance and achievement motivation of adolescents.

Achievement↗

PubMedDate not supplied

Transformational obstacles in special education.

Practitioners in the field of special education who embrace an alternative paradigm for understanding and educating students with learning problems often face the challenge of "job role dissonance" in the daily execution of their responsibilities. Such dissonance arises when their attempt to shift paradigms or simply restructure current practice is impeded by institutional obstacles. From an experiential perspective, the authors examine these obstacles and how they have affected the reframing of the field of learning disabilities. Specifically, they identify legal mandates, the systemic nature of schools, parents' belief systems, and time limitations of staff as impediments to a more healthy and viable service delivery to children. Finally, dissonance is proffered as a normal component of a true restructuring movement.

Education, Special↗