Causal attributions of learning disabled children: Individual differences and their implications for persistence.

Abstract

Research has shown that learning disabled (LD) children are likely to develop a maladaptive pattern of causal attributions. However, it is unclear whether LD children are more likely to differ from their peers in terms of a greater tendency to attribute their difficulties to insufficient ability or in terms of a greater tendency to blame external factors. The present study found that LD girls were significantly more likely than nondisabled girls to attribute their difficulties to insufficient ability, but they did not differ in their tendency to attribute their difficulties to external factors. In contrast, LD boys were significantly more likely than nondisabled boys to attribute their difficulties to external factors, but they did not differ from nondisabled boys in their tendency to attribute their difficulties to insufficient ability. The present study also examined the differential implications of these two attributional tendencies. Although the tendency to blame one's ability was negatively related to persistence on a reading task administered by a novel adult, the tendency to attribute one's difficulties to external factors did not show this negative relation.

Memory Development Between 2 and 20

“…When such an effort-channeled-through-strategies attributionwas part oftraining, greater strategy maintenance (two weeks and nine months later) and strategy generalization were observed. See Licht and Kistner (1986) for additional arguments that effort attributional and strategy training should be combined.…”

Increasing Achievement Motivation of Elementary School Students with Mild Disabilities

“…Researchers have found that students are more likely to maintain and generalize learning strategies if strategy instruction is combined with attribution retraining (Borkowski, Weyhing, & Carr, 1988;Stevens & Englert, 1993). So, teach students specific strategies that result in improved effort, and help them attribute their successes to the conscious use of these strategies (Licht & Kistner, 1986). Be careful in your use of effort attributions, however.…”

“…Students' achievement motivation, or their motivation to learn, affects not only how well they learn new skills and information, but also how well they use existing skills and knowledge in both familiar and novel situations (Lepper, 1983). There is convincing evidence that a variety of achievement deficits are the result of motivational problems rather than factors directly attributable to specific cognitive disabilities (e.g., Licht & Kistner, 1986;Resnick & Klopfer, 1989;Zigler & Hodapp, 1986). Thus, approaches to the design of effective instructional practices and classroom management should be guided by knowledge of factors that impede or contribute to achievement motivation.…”

Group therapy with adolescents who have learning disabilities and social/emotional problems

“…Some writers (Licht & Kistner, 1986;Perlmutter, 1986;Schumaker et al, 1986) critique social skills training with learning disabled adolescents. They write that teaching learning disabled adolescents social skills within contrived circumstances, and without regard to the social environment and cues, could be detrimental, especially if it is attenrpted without encouraging active participation in the learning process.…”

“…This population is predisposed to problems with self-esteem (Hiebert, Wong & Hunter, 19821' Searcy, 1988); and to depression, anxiety and poor motivation (Bruck, 1986;Licht & Kistner, 1986;Pearl et al 1986;Perlmutter, 1986). Further, learning disabled adolescents often exhibit inadequate interpersonal skifls resulting in lack of popularity and social rejection (Mclntosh et al, l99l1' Maheady & Sainato, 1986;Pearl et al, 1986;Wiener, L987); and to displaying external locus of control (Omizo & Omizo, 1987;Pickar, 1986;Rosenthal, 1992).Investigators have shown that children and adolescents with learning disabilities comprehend nonverbal communication less accurately than non learning-disabled youth (Axelrod, 1982;Bryan, 1977;Holder & Kirkpatrick, 1991;Jackson et al, 1987).…”