This study aimed to investigate the association of locus of control (LOC) with reading and mathematics achievement of high school students with disabilities using data from the Special Education Elementary Longitudinal Study (SEELS). Data used in analysis for the current study included achievement and self-concepts measures from students with…

A previous longitudinal study of the occupational aspirations of individuals with high-incidence disabilities revealed multiple longitudinal patterns for individuals with learning disabilities or emotional-behavioral disorders. Growth mixture modeling was used to determine whether individuals in these two high-incidence disabilities groups (N =…

This paper will provide an overview of research in the past 20 years into the relationship between dyslexia and various aspects of self-perception, including self-concept, self-esteem, self-efficacy and locus of control. Problems are identified relating to the measurement of some of the most widely used constructs, as is the need for more precise…

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…

Compared to 45 normally achieving students, 45 learning disabled six- to 12-year-olds had lower self-concepts, more external locus of control orientations, and lower performance expectations. Children new to the resource room had higher expectations for future success than Ss with experience in the resource room. (CL)

Affective development was investigated in 81 learning disabled (LD) and 81 normal achieving (control) children in grades 3-6. The Students' Perception of Ability Scale and the Projected Academic Performance Scale were used to assess academic self-concept and future achievement expectations. Academic locus of control was tapped by the Intellectual…

Four studies were conducted examining aspects of the social-emotional development of learning disabled elementary and secondary aged individuals. Results of the studies showed that learning disabled (LD) Ss had significantly lower self-concepts than non-learning disabled (NLD) subjects, but did not show significantly greater discrepancy between…

An investigation of the causal attributions of success and failure performances on various levels of task difficulty by 36 learning disabled and 36 nondisabled adolescents revealed that Ss' perceptions of the task difficulty levels were significant determinants of the two groups' differing causal attributions. (Author/CL)

When temperament, self-concept, and locus of control were compared among learning-disabled (N=38) third- through sixth- graders and matched peers, a multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibility, partially supporting the characterization of learning-disabled students as…

Self-concept and attributions made about academic successes and failures were compared in 46 students with learning disabilities and 47 normally achieving students (mean age 12 years). Attributions regarding internal versus external causes for successes and failures and stable (ability) versus unstable (effort) causes for failures did not…

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)

This study with 37 learning-disabled (LD) elementary-age children found that LD children were lower in perceived cognitive competence and academic self-regulation than nondisabled control groups but were comparable to low achieving children. LD children were also likely to perceive academic outcomes as controlled by powerful others. (Author/DB)

Examined the effectiveness of group counseling, focusing on elimination of self defeating behaviors in 60 learning disabled children. Results of pre- and posttest measures indicated that compared to controls, children in the counseling group had higher aspirations, lower anxiety, and significantly higher internal locus of control scores. (JAC)

This study investigated whether students with learning difficulties (LDs) attending inclusive schools that eschewed segregated "pull out" programs reported more incidents of being bullied than their peers without LDs. Cognitive and self-perception factors associated with reports of peer victimization were also explored. Participants were…

Investigated effects of a rational-emotive education (REE) program on learning-disabled adolescents' (N=60) self-concept and locus of control. Results suggest that the REE intervention strategy is an effective approach to helping learning-disabled adolescents enhance some aspects of self-concept and develop a more internal locus of control…