Attribution Patterns of Learning Disabled Adolescents

Abstract

This study compared the general self-esteem and attributions of LD and non-LD junior high-school students and the general attributions and task-specific attributions of LD students. Subjects were 35 LD students and 99 non-LD students. All subjects completed the Rosenberg Self-Esteem Scale and the Intellectual Achievement Responsibility Scale (IAR). LD students also completed a spelling task and gave reasons for their success or failure on the task. Mean scores for the Rosenberg Self-Esteem Scale and the Intellectual Achievement Responsibility Scale were not significantly different for LD and non-LD students. However, LD students' internal responses to the IAR were not mirrored on the spelling task. LD students gave internal responses to the general attribution measure, but not to the task-specific attribution measure. It was concluded that LD students' attribution patterns help explain why LD students may verbalize a desire to do well in school, but fail to expend the effort necessary to complete work and, consequently, appear to be poorly motivated.

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