Behavioral Indicators of Temperament and Personality in the Inactive Learner

Bender, William N.

doi:10.1177/002221948702000510

Cited by 32 publications

(14 citation statements)

References 28 publications

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“…Morgan, 1986), whereas others report no differences (e.g. Bender, 1987). The results of this study were consistent with those reporting differences.…”

Section: Discussionsupporting

confidence: 91%

An exploratory study of goal‐setting behaviour, self‐concept and locus of control in children with movement difficulties

Henderson

May

Umney

1989

European Journal of Special Needs Education

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Eighteen children referred to clinics because they lacked adequate motor competence and 18 well-coordinated children were compared on measures of goal-setting, selfconcept and locus of control. The results showed that the children with movement difficulties were unrealistic in the way they set goals for themselves, had lower selfesteem and were less inclined to accept responsibility for what might happen to them. The three different measures of self-regard did not, however, correlate with one another.

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“…Morgan, 1986), whereas others report no differences (e.g. Bender, 1987). The results of this study were consistent with those reporting differences.…”

Section: Discussionsupporting

confidence: 91%

An exploratory study of goal‐setting behaviour, self‐concept and locus of control in children with movement difficulties

Henderson

May

Umney

1989

European Journal of Special Needs Education

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“…For example, Bender (1987) and Cooley and Ayres (1988) found no significant differences between children with LD and nondisabled children in terms of locus of control. Canino (1981) was "unable to demonstrate the existence of a specific or generalized pattern of maladaptive attribution" (p. 471).…”

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confidence: 90%

Attributions for Achievement Outcomes Among Behavioral Subgroups of Children with Learning Disabilities

Durrant

1993

J Spec Educ

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The purpose of the present study was to investigate whether different behavioral subgroups of children with learning disabilities (LD) form different beliefs regarding the causes of their achievement-related successes and failures. The sample (n = 75) was composed of five carefully matched groups of 15 children: (a) nondisabled, non-behavior-disordered, nonreferred; (b) nondisabled; non-behavior-disordered clinic-referred; (c) LD, non-behavior-disordered; (d) LD exhibiting externalizing behaviors; and (e) LD exhibiting both externalizing and internalizing behaviors.Results suggest that the achievement attributions of children with LD are heterogeneous and are related to presence and type of behavior disorder. It appears that not all children with LD develop maladaptive beliefs. Findings are discussed in terms of implications for education and attribution retraining.A large body of literature exists concerning the relevance of attribution theory for children in achievement-related settings, primarily classrooms. The question addressed by these studies is whether there is a relationship between children's attributions for their past successes and failures and their current motivation to achieve. There is converging evidence that such a relationship does exist and that it has an important bearing on students'

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“…These ndings together with others (Bender, 1987;Chapman, 1988;Prior et al, 1999) highlight how closely academic achievement and motivational issues are related to students' psychiatric condition. Our study is also in agreement with Cohen et al (1993) and Fombonne (1994) in nding a male preponderance in externalising problems, which explains boys' greater need for counselling.…”

Section: The Need For Servicesmentioning

confidence: 56%

“…Unmotivated students are good candidates for transient learning problems, which means an increased need for remedial instruction. Uninvolvement also characterises children with speci c learning disorders (Bender, 1987;Chapman, 1988). Lack of effort increases one's educational problems and, vice versa, learning problems interfere with motivation to study.…”

Section: The Need For Servicesmentioning

confidence: 99%

Economic Recession and Inequality in Education: Children needing special services in focus

Somersalo¹,

Solantaus²

2001

Scandinavian Journal of Educational Research

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This study examines equality in education during a national recession when the supply of special services has decreased. Who gets selected for the scanty services? The need for and the availability of special services (remedial instruction, special education and psychological counselling) were studied with reference to students' social, family and personal factors. The sample included 906 sixth-graders from southern Finland and the study was carried out by means of questionnaires to students and teachers. A considerable gap was found between need and supply of special services. The need for services was widely related to the background factors. The selection process was biased against boys in remedial instruction, internalising children in psychological counselling, and it favoured students with more resources: those achieving well, being motivated and having a higher socio-economic status. The study reveals one possible pathway aggravating inequality in education.

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Behavioral Indicators of Temperament and Personality in the Inactive Learner

Cited by 32 publications

References 28 publications

An exploratory study of goal‐setting behaviour, self‐concept and locus of control in children with movement difficulties

An exploratory study of goal‐setting behaviour, self‐concept and locus of control in children with movement difficulties

Attributions for Achievement Outcomes Among Behavioral Subgroups of Children with Learning Disabilities

Economic Recession and Inequality in Education: Children needing special services in focus

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