Developing a Sense of Dyslexic Identity

Robert Burden, PhD, FBPsS Emeritus Professor of Applied Educational Psychology, University of Exeter June 2009

Circular diagram of socio-cultural theory

Basic aspects of socio-cultural theory

• based upon the writing of Lev Vygotsky • focuses upon the construction of knowledge through social interaction • emphasises the importance of cultural and social background • Identifies the use of psychological tools (particularly language) • highlights the role of mediation • has been extended in specific ways be Feuerstein et al and more recently by activity theorists.

Learning

Firstly, that all learning includes two essentially different types of process, namely an external interaction process between the learner and his or her social, cultural and material environment, and an internal psychological process of acquisition and elaboration in which new impulses are connected with the results of prior learning.

Secondly, that all learning includes three dimensions, namely, the cognitive dimension of knowledge and skills, the psychodynamic dimension of motivation and emotions , and the social dimension of communication and co operation - all of which are embedded in a societally situated context.

Teaching and learning environment Teaching process Student (s) characteristics Strengths and weaknesses: Cognitive, emotional, social… Nature of curriculum tasks: Class based, ‘authentic’ Cooperative…

Diagram of basic model of motivation

Internal Aspects of Motivation

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Attitudes

towards the general area towards specific aspects  towards the learning community towards learning itself 

What do I think about it?

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Is it interesting?

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Is it important?

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What value does it hold for me?

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What level of challenge does it pose?

The Self

 general self-concept (GSC)  specific aspects (e.g. ASC)  self-esteem (GSE)  self worth concern (SWC)  anxiety 

Who am I?

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How do I see myself in relation to different areas of endeavour?

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How do I feel about this?

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Is it important for me to protect my sense of self worth?

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What other aspects of my personality affect my learning?

Sense of Agency

 self-efficacy (specific)  locus of control  general feelings of competence  perceived general ability  effort investment  awareness of how and when to use appropriate strategies  mastery/performance goal setting  attributions for success/failure  

Can I do it?

How do I do it?

Terminology relating to research on self concept

• self-concept (general) – GSC • self-concept (specific) – ASC, SSC, PSC etc • self-esteem (global) – GSE • self-efficacy (SE) • learned helplessness (LH) • locus of control (LoC) • attribution theory (AT) • identity

General Self-Concept (GSC)

Summary of research findings on the relationship between dyslexia/learning disabilities and aspects of the self concept

GSC – little evidence of strong association ASC – considerable evidence of strong association SSC – variable evidence of possible association GSE – variable evidence of potential (and changing) association

Dweck ’s definition of self-esteem

“Self esteem is not an internal quality fed by easy success and diminished by failure. It is a positive way of experiencing yourself when you are fully engaged and are using your ability to the utmost in the pursuit of something of value.” C Dweck (2000)

Self-Efficacy

“People’s level of motivation, affective states, and actions are based more on what they believe than on what is objectively true ” A Bandura (1997, p2) “Agent causation involves the ability to behave differently from what environment forces dictate rather than inevitably yield to them ” A Bandura (1997, p.7)

Learned helplessness

“the giving up reaction, the quitting response that follows from belief that whatever you do doesn ’t matter” Seligman (1991:15) “A pessimistic explanatory style is at the core of depressive thinking. A negative concept of the future, the self, and the world stems from seeing the causes of bad events as permanent, pervasive and personal, and seeing the causes of good events in the opposite way.

” Seligman (1991:58)

Locus of Control

Locus of control refers to whether people make sense of what happens in their lives in terms of their feelings of internal control and responsibility or as being at the mercy of powerful external forces.

It is generally considered (and supported by research) that internal LoC is most closely associated with success in academic and wider life experiences.

Locus of Causality

People can be divided in terms of the degree to which they see themselves as ‘origins’, capable of generating new ideas and finding their own solutions to the problems they meet, or ‘pawns’, unable to solve problems without being directed by others.

‘Origins’ have a strong locus of causality, whereas ‘pawns’ do not.

Attribution Theory

Attribution theory is concerned with the reasons that people construct for themselves for their perceived successes and failures in life.

Attribution Theory

A person ’s attributions may be • global or specific • internal or external • fixed or changeable • controlled or uncontrolled

The Dyslexia Identity Scale

Consists of 25 items aimed at exploring how it feels to be dyslexic.

Four main areas are covered:

a) Self-efficacy/locus of control

e.g. If I try hard I can achieve as much as anyone else. How well I do in the future is up to me.

b) Learned helplessness

e.g. I will always be held back by my dyslexic difficulties

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The Dyslexia Identity Scale

c) Depression

e.g. Being dyslexic really bothers me.

d) Feelings of being understood

e.g. Only another dyslexic person can really understand how it feels to be dyslexic.

Source: Burden, R.L. (2005) Dyslexia and Self Concept. Wiley

Being Dyslexic really bothers me

Response YES yes ?

no NO Tull 12 32 28 16 12 Burden 10 14 8 32 36

I will always be held back by my dyslexic difficulties

Response YES yes ?

no NO Tull 24 32 16 20 8 Burden 4 24 16 18 38

I have the ability to do well in exams if I want to

Response YES yes ?

no NO Tull 28 32 16 12 12 Burden 68 24 8 0 0

I know how I can overcome my learning difficulties

Response YES yes ?

no NO Tull 24 12 32 16 16 Burden 30 46 16 6 2

Pre requisites for academic success

• a positive attitude towards the subject or topic • a strong intention to do well at it • an accurate perception of one’s strengths and weaknesses as a learner • a sense of general capability as a learner • a more fundamental sense of feeling ‘OK’ as a person (self worth)

Pre requisites for academic success (cont)

• positive feeling of self-efficacy when faced with academic tasks • a strong sense of internal locus of control • effort (rather than ability) based attributions for success and failure on academic tasks • access to generic cognitive skills and strategies appropriate for the tasks at hand * All the of the above need to be related to a sound knowledge base.