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Life Satisfaction: a Study of Engagement and the Academic LIFE SATISFACTION: A STUDY OF ENGAGEMENT AND THE ACADEMIC PROGRESS OF HIGH SCHOOL STUDENTS WITH SPECIFIC LEARNING DISABILITIES by Rebecca Lawhorne Dilling Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2016 2 LIFE SATISFACTION: A STUDY OF ENGAGEMENT AND THE ACADEMIC PROGRESS OF HIGH SCHOOL STUDENTS WITH SPECIFIC LEARNING DISABILITIES by Rebecca Lawhorne Dilling A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2016 APPROVED BY: Leonard Parker, Ed. D., Committee Chair Mary Holm, Ph.D., Committee Member Joan Fitzpatrick, Ph. D., Committee Member 3 ABSTRACT The purpose of this transcendental phenomenological study was to understand how high school students with specific learning disabilities describe life satisfaction and its impact on student motivation, academic engagement, and academic progress. Bruner’s constructivist theory guided this research. Other theories included: Piaget’s cognitive development theory, Bronfenbrenner’s ecological theory, Vygotsky’s social learning theory, Erikson’s psychosocial development theory, Maslow’s hierarchy of needs theory, Bowlby’s attachment theory, Dewey’s brain-based learning theory, Glasser’s control theory of motivation, Bandura’s social cognitive theory, Deci and Ryan’s self-determination theory, and Bandura’s self-efficacy theory. Data collection tools included the researcher’s journal, classroom observations, student interviews, two student focus groups, and a life satisfaction questionnaire. Data analysis included bracketing, highlighting significant statements from the data, and developing consequential themes which included: (a) confusion of mood and happiness, (b) getting what you want in life, (c) having a good friends, (d) reaching personal goals (e) a belief that God is real (f) positive parental influence, (g) having a specific learning disability, (h) having a specific learning disability (i) positive relationships with teachers, (j) a belief that not only is God real but that he cares about people. One discovery was a deep connection between participants’ self-descriptive level of happiness, and that of the role of parents, teachers, and God. Another was the deep relationship between the special education teachers and the participants. A third was the bonding force of the community and finally, a discovery of the number of participants who believe in God and have a relationship with Him. Many felt God was the source of life satisfaction and academic progress. Keywords : engagement, happiness, life satisfaction, motivation, self-determination 4 Acknowledgments Liberty professors, Dr. Cathy Morgan, Dr. Jill Jones, and Dr. Connie McDonald were an incredible encouragement at the beginning of this journey. Dr. Leonard Parker, my chair, is a man I admire and love. I couldn’t have started this process without him. My committee members, Dr. Holm and Dr. Fitzpatrick provided much encouragement and direction. Deborah Hallgren, my amazing editor, worked on my paper for hours. Her friendship and encouragement went above and beyond. Dr. Collins, my research consultant, was tough, professional, but so kind and supportive. Without these people, I would not have crossed this finish line. Dedication There are many people who have inspired me, kept me afloat, and loved me unconditionally. My grandparents were godly people who showed me how to love God. Julie Denham, my sister, has been my life-long friend, co-lover of education, and constant reminder of the importance of life consistency and stability. My precious daughters, Callie and Addison, patiently allowed me to go to school as they were growing up; always seeming to understand the goal ahead of me. They were so good. My mother is the very source of my life. Words can’t express how much I owe her. And to my husband, Brian, who, at the end of the journey, challenged me to stay focused and to achieve my goal . thank you! But my sweet Daddy is the one who pushed me to desire advanced degrees. He loved learning. When life got tough, he reminded me that the sun would always come up in the morning and that my life would be great; just believe. He cheered me on, helped me through the tough days, and loved me until he took his last breath. He is the one to whom I dedicate this part of my educational journey and success to the most. He is my father, Ernest Miller Lawhorne- the best of the best. And as with everything in my life…to God be the ultimate glory and the ultimate praise! 5 Table of Contents ABSTRACT .........................................................................................................................3 Acknowledgments............................................................................................................... 4 Dedication ........................................................................................................................... 4 List of Tables .................................................................................................................... 11 List of Abbreviations ........................................................................................................ 12 CHAPTER ONE: INTRODUCTION ................................................................................13 Background ....................................................................................................................... 14 Situation to Self................................................................................................................. 15 Problem Statement ............................................................................................................ 16 Purpose Statement ............................................................................................................. 17 Significance of the Study .................................................................................................. 18 Research Questions ........................................................................................................... 20 Research Plan .................................................................................................................... 22 Delimitations ..................................................................................................................... 24 Definitions......................................................................................................................... 25 Summary ........................................................................................................................... 27 CHAPTER TWO: LITERATURE REVIEW ....................................................................28 Overview ........................................................................................................................... 28 6 Theoretical Framework ..................................................................................................... 28 Constructivist Theory................................................................................................ 28 Cognitive Development Theory ................................................................................ 31 Ecological Systems Theory....................................................................................... 32 Social Learning Theory............................................................................................. 33 Psychosocial Development Theory........................................................................... 33 Hierarchy of Needs Theory ....................................................................................... 35 Attachment Theory ................................................................................................... 36 Brain-based Learning Theory ................................................................................... 38 Control Theory of Motivation ................................................................................... 40 Social Cognition Theory ........................................................................................... 41 Self-Determination Theory ....................................................................................... 42 Self-Efficacy Theory ................................................................................................. 45 Related Literature.............................................................................................................. 46 Influence of Family on Academic Progress .............................................................. 47 Influence of the Church and Faith in God on Academic Progress ........................... 51 Impact of Student Engagement on Academic Progress ............................................ 56 Impact of Motivation on Academic Progress ........................................................... 57 Summary ........................................................................................................................... 58 CHAPTER THREE: METHODS ......................................................................................60 Overview ........................................................................................................................... 60 Design ............................................................................................................................... 60 7 Research Questions ..........................................................................................................
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