Perceptions of Classroom Environment, Locus of Control and Academic Attributions of Adolescents With and Without Cognitive Disabilities

The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study

“…Table IV, there were significant latent mean differences on a number of the constructs (self-regulation, psychological empowerment, agency thinking, and locus of control). The direction of these findings, less adaptive scores for adolescents with cognitive disabilities, supports past research that suggests students with cognitive disabilities tend to: have fewer opportunities to learn the skills necessary to self-regulate their learning and behavior (Mithaug, Mithaug, Agran, Martin, & Wehmeyer, 2003;Wehmeyer, Yeager, Bolding, Agran, & Hughes, 2003;Whitman, 1990), feel psychologically disempowered rather than empowered (Wehmeyer, 1994b), and have fewer opportunities to exert control over their environment (Wehmeyer & Kelchner, 1996). The mean level difference in agency thinking suggests that adolescents with cognitive disabilities also may not perceive themselves as being capable of using pathways thinking to achieve their goals, even though the lack of mean level difference in pathways thinking suggests that adolescents with cognitive disabilities do not view their ability to generate workable strategies to achieve their goals differently than students without cognitive disabilities.…”

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme

“…After the transition to secondary school, the students in the intervention group who had dyslexia reported similar perceived control and adaptive coping to students without dyslexia in the intervention group rather than a decrease in these areas as has previously been reported (Firth et al ., , ; Lackaye et al ., ; Mamlin et al ., ; Wehmeyer & Kelchener, ). Although not statistically significant, trends for perceived control and productive coping for students in the intervention group were also all in the expected direction and were maintained across the three collection periods, especially for the students with dyslexia.…”

“…We found similar results for the contrast group which suggests that these positive changes at both post‐test and follow‐up in locus of control and nonproductive coping may also be due in part to an increase in age. However, the greater reduction in nonproductive coping and more internal locus of control by the students in the intervention group who had dyslexia is of interest as it is contrary to previous studies of students at this age who have SLD/dyslexia and who have not had assistance with coping with their situation (Firth et al ., ; Lackaye et al ., ; Wehmeyer & Kelchener, ). It suggests that the coping programme may have particularly assisted these students to feel they had more control over their situation and feel less likely to use maladaptive responses such as giving up or worrying in response to their difficulties.…”

Putting Self-Determination into Practice

“…and described SD (Abery, Rudrud, Arndt, Schauben, & Eggebeen, 1995;Deci, 1975;Field, 1996;Field & Hoffman, 1994;Martin & Marshall, 1995;Wehmeyer, Kelchner, & Richards, 1996), recently there is emerging research evidence that documents the effectiveness of interventions to promote SD with different groups of individuals with disabilities Copeland, Hughes, Agran, Wehmeyer, & Fowler, 2002;Powers, Turner, Phillips, & Matuszewski, 2001;Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000;Zhang, 2001).…”