Motywacja do nauki szkolnej uczniów z lekką niepełnosprawnością intelektualną. Studium różnicy płci

Abstract

Motivation for school learning is one of the important factors determining the efficiency of the learning process. It encourages students to use strategies of information processing and to acquire skills increasing engagement in the task. Students who are motivated to learn have a ready motivational schemes thanks to which they undertake a specific activity generating complex intellectual benefits. However, a literature survey revealed that these patterns are determined by the particular gender. Gender stereotypes largely determine the teachers’ perception of male and female students and also impact the way of motivating them. Students with mild intellectual disabilities due to their developmental deficits have difficulties in developing a motivation for school learning. The study is an attempt to answer the question: are there differences in the level of motivation for school learning between boys and girls with mild intellectual disabilities attending the fourth grade of special schools, mainstream schools and in a inclusive class? The research results discuss the impact of the ‘gender effect’ or the ‘disability effect’ on school pupils and students with mild intellectual disabilities studying in various forms of organization of education.