Introduction: The literature highlights that pupils with Specific Learning Disability (SLD) often reveal a poor meta-cognitive system, with low levels of attribution to internal factors like diligence and personal skill, and high levels of attribution to external factors like ease of task, luck or help from others. Methods: This study aims to…

This study analyzed the longitudinal development of occupational aspiration prestige scores over a 12-year period (Grade 8 to 8 years postsecondary) to better understand this aspect of career choice from adolescence into adulthood for people with high-incidence disabilities. A curvilinear trajectory was detected where aspirations increased during…

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and…

Metacognitive and attitudinal factors in the academic performance of college students with and without disabilities were assessed and compared. GPA, metacognitive knowledge and practice, resiliency, self-efficacy, locus of control, and need for achievement were examined. Similarities as well as notable differences were found between the LD (N=27)…

The Intellectual Achievement Responsibility Questionnaire, which measures perceived locus of control of academic outcomes, was administered to 28 emotionally handicapped (EH) and 25 learning disabled (LD)/EH children. Between group comparison revealed that EH children took significantly more personal responsibility for academic failure than did…

Locus of control had substantial overlap with intelligence, but not with achievement. Analysis suggested that cognitive style and locus of control did not make an appreciable addition to the prediction by IQ scores alone of achievement in second and third grade learning disabled females. (Author)

A literature review reveals that learning disabled children are more likely than normal achievers to attribute successes, but not failures, to external factors. The implications of locus of control for the field of learning disabilities are discussed in terms of its relation to academic achievement, learned helplessness, and remediation programs.…

Children's responses to requests for clarification varying in explicitness are examined. Some possible relations between personality dimensions, developmental level, academic status, and understanding of the rules of conversational turn-taking are explored. Findings suggest that these variables must be considered in order to understand individual…

The Survey of Achievement Responsibility was used to compare causal attribution patterns of 376 learning disabled (LD) boys and 177 LD girls (grades 4-11). Girls had higher effort and luck attributions in academic success situations than did boys and higher ability attributions for academic failure situations. (Author/JW)

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…

Describes the development and initial psychometric evaluation of the Sources of Academic Self-Efficacy Scale (SASES). It will enable counselors to assess factors affecting the development of self-efficacy beliefs, design counseling strategies, modify environments for people with learning disabilities, and investigate patterns and determinants of…

The study examined learned helplessness in approximately 200 elementary aged learning disabled (LD) students and the effectiveness of classroom based attribution training and coping skills training for these children. Ss received one half hour training 3 days a week for 5 weeks in a program which used techniques of modeling, direct instruction,…

The authors review studies of the self concept and locus of control of learning disabled children, emphasizing that their negative academic self concepts are often reinforced by low expectations of mothers and teachers. Reprinted from the "Journal of Clinical Child Psychology," 1979, v8 pp223-26. (Editor/SJL)

Five matched groups of 15 children (ages 8-13) were compared to determine whether behavioral subgroups of children with learning disabilities (LD) form different beliefs regarding causes of their achievement-related successes and failures. The achievement attributions of subjects were heterogeneous and related to presence and type of behavior…

This paper reviews the research literature on the intervention methods practiced to enhance, and the measures used to assess, academic intrinsic motivation in the school-age population with learning disabilities (LD). According to the research surveyed, retention and generalization improve when learning is intrinsically rather than extrinsically…