Las investigaciones existentes sobre rasgos motivacionales en personas deficientes mentales encuentran en ellas expectativas de éxito más bajas y expectativas de fracaso más altas, autoconcepto y competencia percibida más bajos, atribuciones causales desfavorables, indefensión aprendida, menor motivación intrínseca y un lugar de control externo. Estos rasgos se adquieren evolutivamente y parecen depender, al menos parcialmente, de ciertos factores: segregación-integración, etiología de la deficiencia, institucionalización, socialización, feedback de los educadores, etc.
Los estudios conocidos sobre entrenamiento motivational con deficientes mentales se han basado en la teoría de la atribución causal y son notablemente escasos, aunque se registran resultados positivos. En los últimos años, por otra parte, se ha desarrollado un modelo de entrenamiento metacognitivo que incluye un componente motivational (concretamente, atribucional)y que se muestra prometedor para los sujetos deficientes mentales.
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