Lynette Ship

Abstract

The current investigation was conducted to examine the relationship between attributional style, self-concept, and class placement in students with and without learning disabilities. Subjects included both students with and without learning disabilities from third, fourth, and fifth grade classrooms. The students who participated in the study were involved in either general or full inclusion programs. Students classified with learning disabilities in the general education program were pulled out for resource room services, while those in the full inclusive programs did not receive pull out services. All students were given the Children's Attributional Style Questionnaire and the Piers-Harris Children's Self-concept Scale. Three hypotheses were tested. Based on past research it was proposed that students classified with learning disabilities would possess a more negative attributional style in addition to a lower self concept in the area of academic achievement compared to their general education peers. Finally, it was predicted that attributional style, and not class placement, would be a stronger predictor of academic self-concept. Results show strong support for all three hypotheses. Results are discussed in terms of implications for interventions as well as directions for further research.

Library of Congress Subject Headings

School children--Psychology--Testing; Self-perception in children--Testing; Learning disabled children--Psychology--Testing

Publication Date

1998

Document Type

Thesis

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Gurly, G.

Advisor/Committee Member

Barry, Brian

Comments

Physical copy available through RIT's The Wallace Library at: TA647.C541992 Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in February 2014.

Campus

RIT – Main Campus

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