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 kno wn with respect to adolescents. The primary purpose of this project wa s to examine the ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance w ith a group of regular education, learning disabled, and continuation high school students. Stepwise regression analyses indicated that indi ces of perceived competence, control, and autonomy support were signif icant predictors of self-worth and grade point average. Additionally, school status (i.e., regular education and continuation) and a depress ion variable were significant predictors in the regression model for a cademic performance. The results highlight the need for continued empi rical investigation into issues surrounding the academic performance a nd achievement motivation of adolescents.