Children in grades 3-6 labeled learning disabled, behaviorally disordered, and learning disabled with significant behavioral disorders (total N=78) were assessed for locus of control. Children labeled learning disabled were found to be significantly more internally controlled than children labeled behaviorally disordered or than children labeled…

Twenty-nine third and fourth grade learning disabled children's attributions for success and failure were examined. Results indicated that Ss did not always interpret successes as reflecting something positive about themselves. Nor did they view failure as something that could be overcome with effort. (Author/CL)

Evaluated the personality functioning of learning disabled children, who ranged in age from 7 through 11. Significant externality was noted for both males and females. Older children were significantly more external than their younger counterparts. (Author)

Regular class (grades 3-6) teachers' (N=29) perceptions of the teachability of learning disabled students mainstreamed in their classes were assessed. Although neither student IQ nor achievement predicted teachers' perceptions, the student personality variables of self concept and locus of control did predict variance in perceived teachability.…

Results showed that the adolescents with internal locus of control performed significantly better in the low structure reinforcement condition, while the adolescents with external locus of control performed significantly better in the high structure reinforcement condition. (Author)

The purpose of this study was to determine whether different behavioral subtypes of learning-disabled (LD) children form different beliefs regarding their social successes and failures. The 75 subjects (ages 8 to 13) comprised 5 matched groups of 15 children each differing in the presence or absence of learning disabilities, behavior disorders,…

Seventy-eight adolescents were administered the Career Decision Diagnostic Assessment instrument. Students with mental retardation or learning disabilities scored more poorly than nondisabled students on decision anxiety, tendency to avoid decision making, authority orientation, and luck and fate orientation. The study concluded that students'…

A study involving 22 students with learning disabilities (LD), 42 students with comorbid attention-deficit/hyperactivity disorder (LD/ADHD), and 86 controls, found students with LD and LD/ADHD had significantly lower scores on academic self-concept, academic attributional style, and academic self-efficacy beliefs than controls. Students with…

This study evaluated locus of control orientations, perceptions of efficacy, and outcome expectancies of 282 adolescents with mental retardation and compared them to students with learning disabilities and at-risk students. Subjects were found to hold unrealistic understandings and perceptions of causality and excessively external global…