Articlediamond2013

Attributional style of children with and without Specific Learning Disability

Tiziana Pasta · Manuela Mendola · Claudio Longobardi · Laura Elvira Prino · Francesca Giovanna Maria Gastaldi

32 citations0/0 files storedElectronic Journal of Research in Educational Psychology

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Developmental and Educational Neuropsychology Education, Achievement, and Giftedness Educational and Psychological Assessments

Abstract

Introduction. The literature highlights that pupils with Specific Learning Disability (SLD) often reveal a poor meta-cognitive system, with low levels of attribution to internal factors like diligence and personal skills, and high levels of attribution to external factors like ease of task, luck or help from others.Method. This study aims to analyze the attributions expressed in the school context by pupils diagnosed with Specific Learning Disability (N=38; Age in months: Mean=100.24; SD=5.828) and to compare them with those by children without learning disabilities (N=70; 38 of them with the same academic achievements as the pupils with SLD, and 32 with opposite achievement levels). The instruments are the Attribution Test 4-10 years, nationally validated learning tests and the Student-Teacher Relationship Scale.Results. The analysis shows that just the pupils with SLD do not have an attributive style of the “strategic effort” kind, and, among them, the children that obtain the best scores in the nationally validated learning tests are the ones who least often, especially in cases of success, choose the ability factor and most often choose luck as the cause. Considering the teachers’ perceptions of the relationship between the pupils in the sample, the most significant score is related to Dependency: children with SLD are perceived far more dependent than their mates without SLD.Discussion and Conclusion. Results show that SLD do not cause a disadaptive attributive style but it causes an higher level of Dependency on the teacher; these children, in fact, do not have such a strong, stable attributive style with internal locus, and are inclined to attribute their results also to factors outside their own person. As a result, they seem not aware of their potential and search help even when it is not necessary.

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References

1999Self-Efficacy: The Exercise of Control 1985An attributional theory of achievement motivation and emotion.1996Self-Efficacy Beliefs in Academic Settings 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade 1997The teacher-child relationship and children's early school adjustment 1999Enhancing relationships between children and teachers.1987Perceiving the causes of success and failure.1989Perceiving the Causes of Success and Failure

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