TY - JOUR
T1 - Predicting LD on the basis of motivation, metacognition, and psychopathology
T2 - An ROC analysis
AU - Sideridis, Georgios D.
AU - Morgan, Paul L.
AU - Botsas, George
AU - Padeliadu, Susana
AU - Fuchs, Douglas
PY - 2006
Y1 - 2006
N2 - We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%-55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.
AB - We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%-55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.
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U2 - 10.1177/00222194060390030301
DO - 10.1177/00222194060390030301
M3 - Article
C2 - 16724794
AN - SCOPUS:33744520456
SN - 0022-2194
VL - 39
SP - 215
EP - 229
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
IS - 3
ER -