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Jacobson, Barbara; And Others – Journal of Educational Psychology, 1986
Children were interviewed in two studies to compare the attribution patterns of those with and without learning problems. Normally achieving children in both studies followed the expected pattern of attributing success more internally and failure more externally. Learning disabled children did not follow the expected pattern for failure.…
Descriptors: Attribution Theory, Elementary Secondary Education, Failure, Interviews
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Chapman, James W.; Boersma, Frederic J. – Journal of Educational Psychology, 1979
Academic locus of control and mothers' school-related reactions and expectations were studied in 81 learning disabled (LD) and 81 normally achieving children. LD children indicated more external perceptions of control for academic success. Mothers of LD children reported more negative reactions to their children and lower academic performance…
Descriptors: Academic Achievement, Elementary Education, Expectation, Failure
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Licht, Barbara G.; And Others – Journal of Educational Psychology, 1985
This study compared the causal attribution by sex for academic failures of 38 learning disabled and 38 nondisabled elementary school students. The relationship between different attributional tendencies and a reading persistence task were also examined. (BS)
Descriptors: Academic Failure, Attribution Theory, Comparative Analysis, Elementary Education
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Pascarella, Ernest T.; Pflaum, Susanna W. – Journal of Educational Psychology, 1981
Learning disabled and slowly developing readers were assigned to reading instruction programs on context cue use differing only in extent of pupil control over determination of errors. Results indicated no main effect for experimental condition. Interaction was found, however, between pretreatment locus of attribution and experimental condition.…
Descriptors: Aptitude Treatment Interaction, Attribution Theory, Context Clues, Elementary Education
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Chapman, James W. – Journal of Educational Psychology, 1988
Academic self-concept, academic locus of control, and achievement expectations were investigated over a two-year period for 78 children identified as learning disabled (LD) and 71 normal children. It appears that negative school-related attitudes develop early in LD children and remain consistent through high school. (TJH)
Descriptors: Academic Achievement, Children, Comparative Analysis, Elementary School Students