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Research Article  |   March 2009
Handwriting Performance, Self-Reports, and Perceived Self-Efficacy Among Children With Dysgraphia
Batya Engel-Yeger; Limor Nagauker-Yanuv; Sara Rosenblum
Author Affiliations
  • Batya Engel-Yeger, PhD, is Lecturer, Occupational Therapy Department, Faculty of Social Welfare ad Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel 31905; batya@research.haifa.ac.il
  • Limor Nagauker-Yanuv, MA, is Graduate Student, Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel
  • Sara Rosenblum, PhD, is Senior Lecturer, Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel
Article Information
Learning Disabilities / Pediatric Evaluation and Intervention / School-Based Practice / Children and Youth
Research Article   |   March 2009
Handwriting Performance, Self-Reports, and Perceived Self-Efficacy Among Children With Dysgraphia
American Journal of Occupational Therapy, March/April 2009, Vol. 63, 182-192. doi:10.5014/ajot.63.2.182
American Journal of Occupational Therapy, March/April 2009, Vol. 63, 182-192. doi:10.5014/ajot.63.2.182
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Abstract

OBJECTIVE. This study examined the relationships between children's self-reports on their handwriting performance, their actual handwriting process and product, and wider motor-perceived self-efficacy.

METHOD. Twenty-one children with dysgraphia and 21 typically developing children copied a paragraph on an electronic tablet as part of a Computerized Penmanship Evaluation Tool. Handwriting product was evaluated by the Hebrew Handwriting Evaluation. Participants completed the Children's Questionnaire for Handwriting Proficiency (CHaP) and the Perceived Efficacy and Goal Setting System (PEGS).

RESULTS. The study group's CHaP scores significantly correlated with handwriting process, product measures (rs = .46–.59, ps = .034–.005), and PEGS scores, all of which were significantly poorer compared with those of the control participants.

CONCLUSIONS. Children are aware of their handwriting deficits and are able to report them. Children's reports may contribute to the identification of dysgraphia and facilitate their participation in occupational therapy intervention and in class.