Literaturnachweis - Detailanzeige
| Autor/inn/en | Friedman, Dianne E.; Medway, Frederic J. |
|---|---|
| Titel | Effects of Varying Performance Sets and Outcome on the Expectations, Attributions, and Persistence of Boys with Learning Disabilities. |
| Quelle | In: Journal of Learning Disabilities, 20 (1987) 5, S.312-16Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Academic Failure; Attribution Theory; Expectation; Intermediate Grades; Learning Disabilities; Locus of Control; Males; Persistence; Student Attitudes |
| Abstract | Learning-disabled (N=48) and nonlearning-disabled (N=48) fourth- and fifth-grade boys were given a task and told they had either succeeded or failed. Results indicated that learning-disabled subjects showed greater persistence, attributed outcomes to external factors, and did not exhibit lower performance expectations nor show greater expectancy shifts after outcome information than peers. (Author/CB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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