The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self–concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self–concept, academic goals, perception of competence–incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self–concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed.
Get full access to this article
View all access options for this article.
References
1.
AmesC. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84, 261–271.
2.
AronA., & AronE. N. (1999). Statistics for psychology. Upper Saddle River, NJ : Prentice Hall.
3.
BakkerJ. T. A., & BosmanA. M. T. (2003). Self–image and peer acceptance of Dutch students in regular and special education. Learning Disability Quarterly, 26, 5–14.
4.
BearG. G., & MinkeK. M. (1996). Positive bias in the maintenance of self–worth among children with LD. Learning Disability Quarterly, 19, 23–32.
5.
BearG. G., CleverA., & ProctorW. A. (1991). Self–perceptions of non–handicapped children and children with learning disabilities in integrated classes. Journal of Special Education, 24, 409–426.
6.
BearG. G., JuvonenJ., & McInerneyF. (1993). Self–perceptions and peer relations of boys with and without learning disabilities in an integrated setting: A longitudinal study. Learning Disability Quarterly, 16, 127–136.
7.
BearG. G., MinkeK. M., GriffinSh. M., & DeemerS. A. (1998). Achievement–related perceptions of children with learning disabilities and normal achievement: Group and developmental differences. Journal of Learning Disabilities, 31, 91–104.
8.
BorkowskiJ. G., & ThorpeP. K. (1994). Self–regulation and motivation: A life–span perspective on underachievement. In SchunkD. H. & ZimmermanB. J. (Eds.), Self–regulation of learning and performance. Issues and educational applications (pp. 45–74). Hillsdale, NJ : Erlbaum.
9.
ByrneB. M. (1996). Measuring self–concept across the life span: Issues and instrumentation. Washington, DC : American Psychological Association.
10.
ChapmanJ. W. (1988). Cognitive–motivational characteristics and academic achievement of learning disabled children: A longitudinal study. Journal of Educational Psychology, 80, 357–365.
11.
CovingtonM. V. (1998). The will to learn. A guide for motivating young people. Cambridge, UK : Cambridge University Press.
12.
DurrantJ. E. (1993). Attributions for achievement outcomes among behavioral subgroups of children with learning disabilities. The Journal of Special Education, 27, 306–320.
13.
DweckC. S., ChiuC., & HongY. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6, 322–333.
14.
DysonL. L. (2003). Children with learning disabilities within the family context: A comparison with siblings in global self–concept, academic self–perception, and social competence. Learning Disabilities Research & Practice, 18, 1–9.
15.
ElbaumB. (2002). The self–concept of students with learning disabilities: A meta–analysis of comparisons across different placements. Learning Disabilities Research & Practice, 17, 216–226.
16.
ElbaumB., & VaughnSh. (2003). For which students with learning disabilities are self–concept interventions effective?Journal of Learning Disabilities, 36, 101–108.
17.
GansA. M., KennyM. C., & GhanyD. L. (2003). Comparing the self–concept of students with and without learning disabilities. Journal of Learning Disabilities, 36, 287–295.
18.
GarciaT., & PintrichP. R. (1994). Regulating motivation and cognition in the classroom: The role of self–schemas and self–regulatory strategies. In SchunkD. H. & ZimmermanB. J. (Eds.), Self–regulation of learning and performance. Issues and educational applications (pp. 127–154). Hillsdale, NJ : Erlbaum.
19.
González–PiendaJ. A., NúñezJ. C., González–PumariegaS., AlvarezL., RocesC., GarcíaM., . (2000). Self–concept, causal attribution process and academic goals in children with and without learning disabilities. Psicothema, 12, 548–556.
20.
González–PiendaJ. A., NúñezJ. C., González–PumariegaS., AlvarezL., RocesC., & GarcíaM. (2002). A structural equation model of parental involvement, motivational and aptitudinal characteristics, and academic achievement. Journal of Experimental Education, 70(3), 257–287.
21.
GreshamF. M., & MacMillanD. L. (1997). Social competence and affective characteristics of students with mild disabilities. Review of Educational Research, 67, 377–415.
22.
GrolnickW. S., & RyanR. M. (1990). Self perceptions, motivation, and adjustment in children with learning disabilities: A multiple group comparison study. Journal of Learning Disabilities, 23, 177–184.
23.
HagenA. S., & WeinsteinC. E. (1995). Achievement goals, self–regulated learning, and the role of classroom context. In PintrichP. R. (Ed.), Understanding self–regulated learning (pp. 43–56). San Francisco : Jossey–Bass.
24.
HarackiewiczJ., & ElliotA. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904–915.
25.
HarterS., WhitesellN. R., & JunkinL. J. (1998). Similarities and differences in domain–specific and global self evaluations of learning–disabled, behaviorally disordered, and normally achieving adolescents. American Education Research Journal, 35, 653–680.
26.
HayamizuT., & WeinerB. (1991). A test of Dweck's model of achievement goals as related to perceptions of ability. Journal of Experimental Education, 59, 226–234.
27.
JakobsenG., LoweryB. Y., & DucetteJ. (1986). Attributions of learning disabled children. Journal of Educational Psychology, 78, 59–64.
28.
KirkS. A., & GallagherJ. J. (1986). Educating exceptional children. Boston : Houghton Mifflin.
29.
KloomokS., & CosdenM. (1994). Self–concept in children with learning disabilities: The relationship between global self–concept, academic “discounting,” nonacademic self–concept, and perceived social support. Learning Disability Quarterly, 17, 140–153.
30.
LichtB. G., & KistnerJ. A. (1986). Motivational problems of learning disabled children: Individual differences and their implications for treatment. In TorgesenJ. K. & WongB. Y. L. (Eds.), Psychoeducational and educational perspectives on learning disabilities (pp. 225–255). Orlando, FL : Academic Press.
31.
MarshH. W. (1988). Self–Description Questionnaire, I. San Antonio, TX : The Psychological Corporation.
32.
MarshH. W., ByrneB., & YeungA. S. (1999). Causal ordering of academic self–concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34(3), 155–167.
33.
MarshH. W., CairnsL., RelichJ., BarnesJ., & DebusR. (1984). The relationship between dimensions of self–attribution and dimensions of self–concept. Journal of Educational Psychology, 76, 3–32.
34.
MartinA. J., MarshH. W., WilliamsonA., & DebusR. L. (2003). Self–handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95, 617–628.
35.
McPhailJ. C., & StoneC. A. (1995). The self–concept of adolescents with learning disabilities: A review of literature and a call for theoretical elaboration. Advances in Learning and Behavioral Disabilities, 9, 193–226.
36.
MeltzerL. J., & MontagueM. (2001). Strategic learning in students with learning disabilities: What have we learned? In HallahanD. & KeoghB. K. (Eds.), Research and global perspectives in learning disabilities (pp. 11–130). Mahwah, NJ : Erlbaum.
37.
MeltzerL. J., RoditiB., HouserR. F., & PerlmanM. (1998). Perceptions of academic strategies and competence in students with learning disabilities. Journal of Learning Disabilities, 31, 437–451.
38.
MontagueM., & ApplegateB. (2001). Middle school students’ perceptions, persistence, and performance in mathematical problem solving. Learning Disability Quarterly, 23, 215–228.
39.
MontagueM., & Van GarderenD. (2003). A cross–sectional study of mathematics achievement, estimation skills, and academic self–perception in students of varying ability. Journal of Learning Disabilities, 36, 437–448.
40.
MontgomeryM. S. (1994). Self–concept and children with learning disabilities: Observed child concordance across six context–dependent domains. Journal of Learning Disabilities, 27, 254–262.
41.
NowickiE. A. (2003). A meta–analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly, 26, 171–188.
42.
NúñezJ. C. (2004). Perfiles socio–emocionales en alumnos con dificultades de aprendizaje[Social–emotional profiles in students with learning difficulties]. Paper presented at the Vth Winter Courses of the University of Valladolid (Reconceptualization of learning difficulties). Valladolid, Spain : University of Valladolid.
43.
NúñezJ. C., González–PumariegaS., & González–PiendaJ. A. (1995). Self–concept in children with and without learning disabilities. Psicothema, 7, 587–604.
44.
NúñezJ. C., González–PiendaJ. A., GarcíaM., González–PumariegaS., RocesC., CabanachR. G., . (1998). Causal relationship between the self–concept and the academic achievement. 6th Workshop on Achievement and Task Motivation. Thessaloniki, Greece.
45.
NúñezJ. C., González–PiendaJ. A., RocesC., González–PumariegaS., AlvarezL., GonzálezP., . (2002). Do all the students with learning disabilities show the same attributional profile? 8th International Conference on Motivation/Workshop on Achievement and Task Motivation (WATM). Moscow.
46.
PintrichP. R. (2000). Educational Psychology at the millennium: A look back and a look forward. Educational Psychologist, 35, 221–226.
47.
PintrichP. R., & DeGrootE. V. (1990). Motivational and self–regulated learning components of classroom academic performance. Journal of Educational Psychology, 22, 33–40.
48.
PintrichP. R., AndermanE. M., & KlobucarC. H. (1994). Intraindividual differences in motivation and cognition in students with learning disabilities. Journal of Learning Disabilities, 27, 360–370.
49.
PrielB., & LeshemT. (1990). Self–perceptions of first– and second–grade children with learning disabilities. Journal of Learning Disabilities, 23, 637–642.
50.
RodríguezS., CabanachR. G., ValleA., NúñezJ. C., & González–PiendaJ. A. (2004). Differences in the use of self–handicapping and defensive pessimism and its relation with achievement goals, self–esteem, self–regulated learning strategies. Psicothema, 16(4), 626–632.
51.
RogersH., & SaklofskeD. H. (1985). Self–concepts, locus of control and performance expectations of learning disabled children. Journal of Learning Disabilities, 18, 273–278.
52.
RosenbergM. S., BottD., MajsterekD., ChiangB., GartlandD., WenssonC., . (1993). Minimum for the description of participants in learning disabilities research. Journal of Learning Disabilities, 26, 210–213.
53.
SabornieE. (1994). Social–affective characteristics in early adolescents identified as learning disabled and nondisabled. Learning Disability Quarterly, 17, 268–279.
54.
SchuhK. L. (2003). Knowledge construction in the learner–centered classroom. Journal of Educational Psychology, 95, 426–442.
55.
SeligmanM. E. P. (1990). Learned optimism: How to change your mind and your life. London : Pocket Books.
56.
SettleSh. A., & MilichR. (1999). Social persistence following failure in boys and girls with LD. Journal of Learning Disabilities, 32, 201–212.
57.
SmileyP. A., & DweckC. S. (1994). Individual differences in achievement goals among young children. Child Development, 65, 1723–1743.
58.
StoneC. A. (2002). Engaging students with learning disabilities in instructional discourse: A commentary on the REACH papers. Learning Disabilities Research & Practice, 17, 201–203.
59.
StoneC. A., & MayA. L. (2002). The accuracy of academic self–evaluations in adolescents with learning disabilities. Journal of Learning Disabilities, 35, 370–383.
60.
TabachnickB. G., & FidellL. S. (1989). Using multivariate statistics (2nd ed.). New York : Harper & Row.
61.
UrdanT. C., & BaumeisterR. F. (2001). Academic self–handicapping: What we know, what more there is to learn. Educational Psychology Review, 2, 115–138.
62.
ValasH. (1999). Students with learning disabilities and low–achieving students: Peer acceptance, loneliness, self–esteem, and depression. Social Psychology of Education, 3, 173–192.
63.
ValleA., CabanachR., NúñezJ. C., González–PiendaJ. A., RodríguezS., & PiñeiroI. (2003a). Cognitive, motivational, and volitional dimensions of learning: An empirical test of a hypothetical model. Research in Higher Education, 44, 557–580.
64.
ValleA., CabanachR., NúñezJ. C., González–PiendaJ. A., RodríguezS., & PiñeiroI. (2003b). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73, 71–87.
65.
Van LaarC. (2000). The paradox of low academic achievement but high self–esteem in African– American students: An attributional account. Educational Psychology Review, 12, 33–61.
66.
VaughnS., ElbaumB. E., SchummJ. S., & HughesM. T. (1998). Social outcomes for students with and without learning disabilities in inclusive classrooms. Journal of Learning Disabilities, 31, 428–436.
67.
VaughnS., HaagerD., HoganA., & KouzekananiK. (1992). Self–concept and peer acceptance in students with learning disabilities: A four– to five–year prospective study. Journal of Educational Psychology, 84, 43–50.
68.
VillalobosM. V., González–PiendaJ. A., NúñezJ. C., & MújicaA. D. (1997). Sydney Attribution Scale: Facture structure and psychometric properties in Chilean students. Ist Portuguese–Spanish Congress of Educational Psychology. Coimbra, Portugal : Apport.
69.
WeinerB. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1–14.
70.
WentzelK. R. (1999). Social–motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76–97.
71.
ZimmermanB. J., BonnerS., & KovachR. (1996). Developing self–regulated learners. Beyond achievement to self–efficacy. Washington, DC : American Psychological Association.
