Article2002

Self-Concept, Attributional Style and Self-Efficacy Beliefs of Students with Learning Disabilities with and without Attention Deficit Hyperactivity Disorder

242 citations0/0 files storedLearning Disability Quarterly

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Education, Achievement, and Giftedness Attention Deficit Hyperactivity Disorder Developmental and Educational Neuropsychology

Abstract

A considerable comorbidity, ranging from 40% to 80%, has been reported in the literature between learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). This study examined how students with LD and students with comorbid ADHD (LD/ADHD) differ from typically achieving peers in self-concept, self-efficacy beliefs and attributional style. The study also explored the relationship between academic self-concept, academic self-efficacy beliefs and academic-attributional style. Both students with LD and students with LD/ADHD reported significantly lower scores on academic self-concept, academic attributional style and academic self-efficacy beliefs than typically achieving peers. No significant differences were found between students with LD and with LD/ADHD on these variables. However, the LD/ADHD group reported significantly lower scores on peer-relation self-concept than the other two groups. Results revealed that the academic self-perceptions of students with learning disabilities were not significantly influenced by their comorbidity with ADHD. The correlational analysis demonstrated a close relationship between self-concept, self-efficacy beliefs and attributional style. The need for further research and implications for self-concept enhancement of students with LD and with LD/ADHD are discussed.

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References

1996Self-Efficacy Beliefs in Academic Settings 1987Wide Range Achievement Test-Revised 1974Manual for the Wechsler intelligence scale for children 1999Comparison between self-concept and self-efficacy in academic motivation research 1985Self-efficacy and classroom learning 1996Academic Self-Concept 1997Handbook of classroom assessment: learning, achievement, and adjustment 1988Learning Disabled Children's Self-Concepts

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2018The effects of a growth mindset on self-efficacy and motivation 2004Self‐concepts of students with learning disabilities and their normally achieving peers: a review 2011Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students With Learning and Other Mild Disabilities 2007Self-Efficacy From the Perspective of Adolescents With LD and Their Specialist Teachers 2007Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement

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