Teachers took a survey to rate their perceptions of a student's academic IM. They rated the following five statements on a scale of 1-3 (never, sometimes, very often):

- keep on task until he or she is finished, even if it takes a long time
- join group activities without being told to do so
- do things on his or her own even if it is hard
- ask for what he or she needs to do his or her best in class
- communicate his or her thoughts and ideas

Methods: Teachers' Perception of Academic IM

Teachers rated their ability to teach and manage a classroom. They rated the following six statements on a scale of 1-5 (1 = needs improvement, 5 = fully competent):

- motivating students to participate in academic tasks
- adapting instruction or materials to student's individual needs and achievements
- teaching reading skills
- monitoring students' progress
- considering and building on the cultural diversity of students

Methods: Teacher Competence

Parents were surveyed on their expectations for how much success their child will achieve, both in the present and the future. They rated the following three statements on a scale of 1-4 (1 = definitely will not, 4 = definitely will):

- respondent expects child will graduate from high school and get a regular high school diploma
- respondent expects child will attend school after high school
- respondent expects child to graduate from a 4-year college

Parents rated a fourth statement on a different 1-4 scale (1 = definitely graduate from a 4-year college, 4 = definitely will not graduate from a 2-year college)

- respondent's overall college expectations from child



Methods: Parent Expectations

Teachers were surveyed on how a student interacted with and worked with other students. They rated the following two statements on a scale of 1-4 (1 = never, 4 = often):

- student worked with a peer, partner, or group
- participated in class discussion

Methods: Student Classroom Collaboration

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.

California Polytechnic State University, San Luis Obispo

Google

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. https://doi.org/10.1177/0022466918765276

Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities (Reference)

- 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

- 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

Results: Academic IM by Disability Category

- 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


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