Locus of Control Orientations in Students with Intellectual Disability, Learning Disabilities, and No Disabilities: A Latent Growth Curve Analysis

Autor/inn/en	Shogren, Karrie A.; Bovaird, James A.; Palmer, Susan B.; Wehmeyer, Michael L.
Titel	Locus of Control Orientations in Students with Intellectual Disability, Learning Disabilities, and No Disabilities: A Latent Growth Curve Analysis
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 35 (2010) 3-4, S.80-92 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Locus of Control; Mental Retardation; Learning Disabilities; Comparative Analysis; Research Design; Children; Adolescents; Severity (of Disability); Late Adolescents; Young Adults; Special Schools; Questionnaires; Long Range Planning; California; Kansas; North Carolina; Texas + Suchen Sie Ihr Suchwort? Geistige Behinderung; Learning handicap; Lernbehinderung; Forschungsdesign; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schweregrad; Halbstarker; Young adult; Junger Erwachsener; Special school; Sonderschule; Fragebogen; Langfristige Planung; Kalifornien
Abstract	Previous research has suggested differences in the locus of control (LOC) orientations of students with intellectual disability, learning disabilities, and no disabilities, although this research has been characterized by methodological limitations. The purpose of this study was to examine the development of LOC orientations in students with intellectual disability, learning disabilities, and no disabilities using an accelerated design and a curve-of-factors modeling framework. Participants were 1,344 children and young people between the ages of 8 and 18 years who completed two measures of LOC orientations. Students with intellectual disability, at 8 years, tend to be more externally oriented than their peers with learning disabilities and no disabilities, and from 8 to 20 years, they do not significantly increase or decrease in their perceptions of their ability to exert control over their lives. Students with learning disabilities and no disabilities tend to develop more positive orientations as they age; however, this similar pattern of change was offset by initial differences in level (i.e., intercept values). The findings suggest the critical need for continued attention to developing and implementing strategies that focus on promoting the development of adaptive perceptions of control in students with disabilities, particularly students with more severe disabilities. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10