LEARNING-DISABILITIES, LOCUS OF CONTROL, AND MOTHER ATTITUDES

Academic locus of control and mothers' school-related reactions and expectations were studied in 81 learning disabled (LD) and 81 normally achieving (control) children in Grades 3-6. The Intellectual Achievement Responsibility Questionnaire, the Intellectual subscale of the Parent Reaction Questionnaire, and the Parents Version of the Projected Academic Performance Scale were used. LD Ss indicated more external perceptions of control with respect to successful academic experiences. For failure outcomes, no difference between LD and control Ss was found; however, a trend toward increased internality was noted over grade levels for both groups. Mothers of LD Ss reported more negative and fewer positive reactions to their children. They also held lower academic performance expectations for their children than control mothers. Results are discussed in terms of the need to develop more internal control perceptions in LD children and the role of parental attitudes and expectations in school learning. (34 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1979 American Psychological Association.