Attributional Style of Children with and without Specific Learning Disability

Autor/inn/en	Pasta, Tiziana; Mendola, Manuela; Longobardi, Claudio; Prino, Laura Elvira; Gastaldi, Francesca Giovanna Maria
Titel	Attributional Style of Children with and without Specific Learning Disability
Quelle	In: Electronic Journal of Research in Educational Psychology, 11 (2013) 3, S.649-664 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.31.13064
Schlagwörter	Learning Disabilities; Metacognition; Attribution Theory; Identification; Comparative Analysis; Academic Achievement; Teacher Student Relationship; Measures (Individuals); Tests; Locus of Control; Scores; Elementary School Students; Foreign Countries; Teacher Attitudes; Control Groups; Student Characteristics; Statistical Analysis; Italy; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Identifikation; Identifizierung; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Messdaten; Examination; Prüfung; Examen; Ausland; Lehrerverhalten; Statistische Analyse; Italien
Abstract	Introduction: The literature highlights that pupils with Specific Learning Disability (SLD) often reveal a poor meta-cognitive system, with low levels of attribution to internal factors like diligence and personal skill, and high levels of attribution to external factors like ease of task, luck or help from others. Methods: This study aims to analyze the attributions expressed in the school context by pupils diagnosed with Specific Learning Disability (N = 38; Age in months; Mean = 100.24; SD = 5.828) and to compare them with those by children without learning disabilities (N = 70; 38 of them with the same academic achievements as the pupils with SLD, and 32 with opposite achievements levels). The instruments are the "Attribution Test 4-10 years," "nationally validated learning tests" and the "Student-Teacher Relationship Scale." Results: The analysis shows that just the pupils with SLD do not have an attributive style of the "strategic effort" kind, and, among them, the children that obtain the best scores in the nationally validated learning tests are the ones who least often, especially in cases of success, choose the ability factor and most often luck as the cause. Considering the teachers' perceptions of the relationship between the pupils in the sample, the most significant score is related to Dependency: children with SLD are perceived far more dependent than their mates without SLD. Discussion and Conclusion: Results show that SLD do not cause a disadaptive attribute style but it causes an higher level of Dependency on the teacher; these children, in fact, do not have a strong, stable attributive style with internal locus, and are inclined to attribute their results also to factors outside their own person. As a result, they seem not aware of their potential and search help even when it is not necessary. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10