Academic and Social Attributions as Predictors of Emotional and Behavioural Difficulties in Students Referred for Learning Disabilities and Typically Achieving Students: The Female Profile in Oman

Autor/in	Emam, Mahmoud Mohamed
Titel	Academic and Social Attributions as Predictors of Emotional and Behavioural Difficulties in Students Referred for Learning Disabilities and Typically Achieving Students: The Female Profile in Oman
Quelle	In: Emotional & Behavioural Difficulties, 23 (2018) 3, S.326-339 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Emam, Mahmoud Mohamed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2018.1455629
Schlagwörter	Predictor Variables; Emotional Disturbances; Behavior Problems; Learning Disabilities; Referral; Attribution Theory; Middle School Students; Regression (Statistics); Predictive Validity; Questionnaires; Multiple Regression Analysis; Symptoms (Individual Disorders); Child Behavior; Screening Tests; Females; Foreign Countries; Oman; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Prädiktor; Gefühlsstörung; Learning handicap; Lernbehinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Regression; Regressionsanalyse; Fragebogen; Psychiatrische Symptomatik; Screening-Verfahren; Weibliches Geschlecht; Ausland
Abstract	Identification of children who exhibit emotional and behavioural difficulties (EBDs) has been prioritized in several countries in the Middle East and North Africa (MENA) region including Oman. Research showed that cognitive attribution processes are biased and defective in atypical populations such as students with learning disabilities (LD). The current study examined the relationship between school-based attributions including academic and social attributions and the display of EBDs in students referred for having LD and typically achieving students. The Student Academic Attribution Scale (SAAS), Student Social Attribution Scale (SSAS), and the Arabic version of the Strengths and Difficulties Questionnaire (A-SDQ) were administered to 135 typically achieving students and 89 students referred for LD. The participants were all females from middle school. Stepwise regression analyses showed that academic and social attributions were more predictive of EBDs in students referred for LD compared to typically achieving students. The attribution profile of students with LD reflected negative symptoms that lead to the display of internalizing and externalizing EBDs. The study findings are discussed in relation to how schools can utilize the cognitive process of attribution to support students with EBDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01