SELF-CONCEPT, ATTRIBUTION, AND PERSISTENCE IN LEARNING-DISABLED STUDENTS

被引：30

作者：

AYRES, R ^{[1
]}

COOLEY, E ^{[1
]}

DUNN, C ^{[1
]}

机构：

[1] LINN BENTON EDUC SERV DIST,ALBANY,OR

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 1990年 / 28卷 / 02期

关键词：

D O I：

10.1016/0022-4405(90)90006-S

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Differences in self-concept, attributions, and teacher-rated persistence were examined in students with learning disabilities (n=49) and in nonhandicapped students (n=57). Discriminant analysis revealed that students with learning disabilities reported lower self-concepts on items related to academic achievement, and were rated by their teachers as less persistent than their normally achieving peers. Students with learning disabilities also reported more stable attributions for failure situations. These findings are consistent with a conceptualization of students with learning disabilities as inactive, or learned-helpless, learners. © 1990.

引用

页码：153 / 163

页数：11

共 32 条

[1] LD AND NORMAL ADOLESCENTS CAUSAL ATTRIBUTIONS OF SUCCESS AND FAILURE AT DIFFERENT LEVELS OF TASK-DIFFICULTY [J].