Self concepts and locus of control of learning disabled children

Abstract

Studies of the self concept and locus of control of learning disabled children indicate that learning disabled children are more likely than nondisabled children to have negative self concepts, to believe that their successes are the result of luck or other people; and that their failures are insurmountable. Furthermore it has been found that these maladaptive attitudes and attributions are established by about nine years and become increasingly more negative with age. In addition, parents and teachers hold more negative expectations for the future achievements of learning disabled children than of non‐disabled children; their expectations are even more negative than the learning disabled hold for themselves. The results suggest that parent and teacher attributions toward learning disabled children be systematically examined for both empirical and therapeutic reasons; and that intervention programs include teaching the learning disabled to cope with failure.

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