Attribution Patterns of Learning Disabled Adolescents

Tollefson, Nona; Tracy, D. B.; Johnsen, E. Peter; Buenning, Meridith; Farmer, Art; Barké, Charles R.

doi:10.2307/1510611

Cited by 36 publications

(19 citation statements)

References 14 publications

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“…These results were not replicated by Tollefson et al (1982) when they administered the Intellectual Achievement Responsibility Questionnaire to compare 35 LD students to 99 non-LD students selected by the school principal. No matching procedure was used to select the non-LD group, and results indicated no significant differences between the groups on this measure.…”

Section: Locus Of Controlmentioning

confidence: 94%

Section: Locus Of Controlmentioning

confidence: 99%

“…Adolescents with learning disabilities have suffered more years of academic frustration and this would be anticipated to yield for this group a more negative view of themselves in academic tasks. Nevertheless, the few research studies investigating self-concept with this population have yielded mixed results in comparisons between self-concept (Hiebert, Wong, & Hunter, 1982;Silverman & Zigmond, 1983;Tollefson et al, 1982). For example, Silverman and Zigmond (1983) administered the Piers-Harris Children's Self-Concept Scale (Piers, 1969) to 159 adolescents with learning disabilities in middle school and high school, including students in grades 6 through 12.…”

Section: Self-conceptmentioning

confidence: 99%

“…While acceptance of the null hypothesis is problematic here, the data do pose interesting questions, given the legitimate expectations for lower self-concepts among students with learning disabilities. Tollefson et al (1982) administered the Rosenburg Self Esteem Scale (Rosenburg, 1965) to 35 LD adolescents and 99 non-LD adolescents. This 10-item scale includes selfaffirming statements as well as selfderogatory statements about various situations.…”

Section: Self-conceptmentioning

confidence: 99%

“…However, other studies have failed to demonstrate a significant difference (Bender, in press-a; Tollefson et al, 1982). Also, the studies extant which compared LD to non-LD adolescents have yielded conflicting results (Aponik & Dembo, 1983;Hallahan et al, 1978;Tollefson et al, 1982). For example, Hallahan et al (1978) compared 28 junior high LD students with a sample of non-LD subjects matched on school, sex, race, CA, grade level, and as closely as possible, on mental age.…”

Section: Locus Of Controlmentioning

confidence: 99%

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Secondary Personality and Behavioral Problems in Adolescents with Learning Disabilities

Bender

1987

J Learn Disabil

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This review details the lack of information available concerning personality and behavioral development of adolescents with learning disabilities (LD). Research on self concept, locus of control, temperament, problem behavior, and social status in this population is reviewed in an effort to note the consistency of indicators concerning secondary emotional and social problems. The discussion highlights conflicting results as well as methodological pitfalls. Future research directions with this population are suggested, including groups comparison studies, developmental research, research on LD subtypes, and research treatments resulting from these suggested personality and behavioral deficits.

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Section: Locus Of Controlmentioning

confidence: 94%

Section: Locus Of Controlmentioning

confidence: 99%

Section: Self-conceptmentioning

confidence: 99%

Section: Self-conceptmentioning

confidence: 99%

Section: Locus Of Controlmentioning

confidence: 99%

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Secondary Personality and Behavioral Problems in Adolescents with Learning Disabilities

Bender

1987

J Learn Disabil

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Goal setting and personal responsibility training for LD adolescents

et al. 1984

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A training program designed to teach Learning Disabled junior high school students to set realistic achievement goals, to expend effort to reach the goals, and to accept personal responsibility for achievement outcomes was conducted with 61 LD adolescents attending four junior high schools. Students were randomly assigned to an experimental or control group. Goal setting strategies and effort attribution training were introduced for a six-week period. Pre-to posttesting indicated that the experimental group learned to set realistic goals and to attribute achievement outcomes to the amount of personal effort expended.Learning disabled (LD) adolescents have a history of school failure that may be attributed in part to poor study skills and low achievement motivation (Deshler, 1978; Rosenthal, 1973). Ross (1976) and Torgesen (1977) characterize the LD student as possessing poorly developed planning and organizational skills. Hallahan, Gajar, Cohen, and Tarver (1978) describe the LD student as inefficient in problem solving. Harway (1962) and Tollefson, Tracy, Johnsen, Buenning, Farmer, and Bark6 (1979Bark6 ( , 1982 depict the LD adolescent as lacking goal-setting skills and the ability to use past performance as a predictor of future performance. These researchers all suggest that LD adolescents are severely hindered in academic tasks by low motivation and lack of planning skills.While poor study and self-regulatory skills occur with some frequency across groups of LD and nonLD students, epidemiology studies conducted at the Institute for Research on Learning Disabilities at Kansas University suggest that poor study skills are factors that distinguish LD from nonLD students Deshler, Alley, Mellard, & Warner, 1980). These researchers found that a lack of selfmanagement skills was more frequently cited as a problem for LD students than for other groups of students with learning problems or for normal children.Recent studies also suggest that LD students express greater dissatisfaction with their school experiences than do nonLD students. An epidemiological study of 234 LD adolescents in grades 7 through 12 revealed that 17% of the sample found school dissatisfying to some degree (Deshler, Schumaker, Alley, Warner, & Clark, 1980). When queried about the causes of their dissatisfaction, 53% of this subgroup reported that their unhappiness arose from their lack of ability to do school work. Only 11% of a normally achieving control group used ability attributions to explain their dissatisfaction with school. In addition, 19% of these LD students, as contrasted with 7% of the control subjects, indicated that the difficulty of school tasks was a cause of unhappiness with school. The exploration of these attributions suggests that LD students who feel dissatisfied with school perceive it as a difficult environment where their discrepant school performance is related primarily to deficiencies in cognitive abilities.

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Teaching learning disabled students goal-implementation skills

et al. 1986

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Eight learning disabled (LD) junior high school students were taught goal-setting and self-regulatory skills in a resource room setting. The training program was designed to help students set realistic goals, develop plans to achieve these goals, monitor and evaluate their own behavior, and accept responsibility for the outcome of goal-directed activities. The goal-implementation strategy was effective in increasing some students' rates of assignment completion in the resource room and the regular classroom. Following the training program, students attributed success to effort; failure was attributed to effort, luck, and task difficulty.For young adolescents, junior high school is the place to try out new roles and to develop new skills that are needed in school and later in life. For learning disabled (LD) adolescents, however, junior high school is all too frequently a place of failure. These students typically lack the skills and work habits that are valued by teachers in the junior high school environment. Learning disabled adolescents have low academic performance Skills in goal setting and efficient planning promote academic achievement and selfesteem. Because LD adolescents typically lack these skills, they frequently find themselves in an unrewarding environment. If LD adolescents are to find some degree of success and pride in the junior high school environment, programs must be developed to teach them the self-regulatory skills that are valued in this environment.The training program developed for this study was designed to teach self-regulation of behavior. Self-regulation of behavior involves four interrelated phases: (a) setting realistic academic goals; (b) developing plans to reach these goals; (c) implementing the plans, monitoring progress toward academic goals, and evaluating progress by personal standards; and (d) accepting responsibility for success or failure in goal attainment (Bandura, 1977(Bandura, , 1978Johnson & White, 1971;Mahoney, Moore, Wade, & Moura, 1973).The purpose of the present research was to evaluate a training program designed to teach LD adolescents goal-implementation (self-regulation) skills. The training program was implemented in the resource room, but the goal of the research was generalization of the goal-setting strategy to the regular classroom setting. Three questions were addressed:1. Did the goal-setting and goal-implementation training program increase LD students' rates of assignment completion in the resource room? 2. Did LD students generalize goal-implementation skills learned in the resource room to the regular classroom?

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Attribution Patterns of Learning Disabled Adolescents

Cited by 36 publications

References 14 publications

Secondary Personality and Behavioral Problems in Adolescents with Learning Disabilities

Secondary Personality and Behavioral Problems in Adolescents with Learning Disabilities

Goal setting and personal responsibility training for LD adolescents

Teaching learning disabled students goal-implementation skills

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