Learning Strategies, Motivation, and Test Anxiety among Students with Specific Learning Disabilities, ADHD, and Typical Comparison

Authors

  • Jiyeon Lee Rowan University

DOI:

https://doi.org/10.18666/LDMJ-2025-V30-I2-12675

Keywords:

Learning strategies, academic motivation, test anxiety, ADHD, specific learning disabilities

Abstract

This study examined relations among learning strategies, academic motivation, and test anxiety in elementary students with or at risk for specific learning disabilities (SLD), attention‑deficit/hyperactivity disorder (ADHD), co‑occurring SLD+ADHD, and students without disabilities. Participants were 89 students in Grades 3–5 from two public schools. Groups included students with formal diagnoses and students identified as at risk for SLD and/or ADHD. Learning strategies, academic motivation, and test anxiety were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). Results of this study indicated that students with SLD+ADHD demonstrated the greatest difficulties, including note‑taking strategies, lower academic motivation, and higher test anxiety compared with peers. Test anxiety in Grade 5 was associated with academic difficulties (SLD and SLD+ADHD), whereas students with ADHD showed higher test anxiety particularly in earlier grades. Across the groups, higher test anxiety was significantly associated with less effective study strategies and lower academic motivation. Findings underscore the need to address cognitive, metacognitive, and emotional factors concurrently. This study highlights the educational implication that incorporating cognitive, metacognitive, and emotional supports can enhance academic outcomes for students with or at risk for SLD and/or ADHD. 

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Published

2025-11-22

Issue

Vol. 30 No. 2 (2025)

Section

Articles

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