Behavioral Indicators of Temperament and Personality in the Inactive Learner

Abstract

Temperament, self-concept, and locus of control were compared for 38 children with learning disabilities and a comparsion group of matched peers in order to validate the “inactive learner“ characterization of disabled students. A multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibility—two temperament factors and two self-concept subscales. Results were interpreted as partially supporting the characterization of disabled students as uninvolved and inactive in the learning situation. Recommendations for additional research are included.

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