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Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education
| Content Provider | University of North Texas |
|---|---|
| Author | Tominey, Matthew F. |
| Description | Thirty one students with learning disabilities (LD) and/or with Attention Deficit Hyperactivity Disorder (ADHD) completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire. The reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978) predicted that students with negative attributional styles (i.e., internal-stable-global attributions) experienced motivational, cognitive, and emotional deficits. The present study examined college achievement (grade point average) of students with LD and/or ADHD. The Prediction that students with LD and/or ADHD with negative attributional styles would achieve less academic success than comparable students with positive attributional styles (i.e., extenal-unstable-specific attributions) was supported by the research results. |
| File Format | |
| Archival Resource Key | ark:/67531/metadc279301 |
| Language | English |
| Publisher Date | 2014-06-18 |
| Publisher Place | Denton, Texas |
| Access Restriction | Open |
| Subject Keyword | attributional style academic success learning disabilities attention deficit disorder |
| Content Type | Text |
| Resource Type | Thesis |
