| Abstract: | Two studies compared learning disabled (LD) and normally achieving (NA) children's attribution patterns of success and failure in achievement and in social situations. In Study 1, 37 LD and 67 NA 7th and 8th graders were interviewed about attributions for hypothetical success–failure situations. 75 LD and 30 NA Ss (aged 9–17 yrs) from private schools were interviewed about attributions for real-life ratings of success in Study 2. NA Ss in both studies followed the expected pattern of attributing success more internally and failure (or less success) more externally. LD Ss attributed success to internal factors as well, but in both studies they also externalized success more than did the NA Ss. In their attributions for failure (or less success), the LD Ss in both studies did not follow the expected pattern. It is concluded that attributional differences between the LD Ss may reflect differences in self-esteem, expectations, and uncertainty. Careful reconsideration of the potentially negative consequences of attributional retraining of children with learning problems is recommended. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
