General and academic self-concepts, general and academic locus of control beliefs and academic performance expectations were examined among 45 learning disabled (LD) and 45 normally achieving (NA) children aged 7 years, 6 months to 12 years, 9 months. The LD children were significantly different from the NA children on the set of affective variables and on each of the individual variables. The LD children had lower self-concepts, more external locus of control orientations and lower performance expectations. LD children newly enrolled in resource room programs (NLD) were significantly different from LD children with more than six months of experience in such programs (ELD) on the set of affective variables. However, the only individual variable to significantly differentiate these groups was academic performance expectation. The NLD children had higher expectations for future success than the ELD children. Among the affective variables, only general and academic locus of control and academic self-concept contributed significantly to the prediction of the extent to which the ELD children were academically successful (teacher-rated) in their special programs. The study provided some insights into the affective characteristics of LD children.
Get full access to this article
View all access options for this article.
References
1.
Battle, J.Self-esteem of students in regular and special classes. Psychological Reports, 1979, 44, 212–214.
2.
Bendell, D., Tollefson, N., & Fine, M.Interaction of locus-of-control orientation and performance of learning disabled adolescents. Journal of Learning Disabilities, 1980, 13, 83–86.
3.
Boersma, F.J. & Chapman, J.W.Student's Perception of Ability Scale Manual. Edmonton: University of Alberta, 1979.
4.
Bryan, T.H. & Pearl, R.Self-concepts and locus of control of learning disabled children. Journal of Clinical Child Psychology, 1979, 8, 223–226.
5.
Butkowsky, I.S. & Willows, D.M.Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 1980, 72, 408–422.
6.
Canino, F.J.Learned helplessness theory: Implications for research in learning disabilities. Journal of Special Education, 1981, 15, 471–484.
7.
Chapman, J.W. & Boersma, F.J.The Projected Academic Performance Scale. Unpublished instrument, University of Alberta, 1978.
8.
Chapman, J.W. & Boersma, F.J.Learning disabilities, locus of control, and mother attitudes. Journal of Educational Psychology, 1979, 71, 250–258.
9.
Chapman, J.W., Boersma, F.J., & Maguire, T. O.Technical Data on the Projected Academic Performance Scale. Unpublished document, University of Alberta, 1979.
10.
Crandall, V.C., Katkovsky, W., & Crandall, V. J.Children's beliefs in their own control of reinforcements in intellectual-academic situations. Child Development, 1965, 36, 91–109.
11.
Dunn, G., Pearl, R., & Bryan, T.Learning disabled children's self evaluations. Paper submitted for publication, 1981.
12.
Dweck, C.S.The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 1975, 31, 674–685.
13.
Forsyth, D.R. & McMillan, J.H.Attributions, affect, and expectations: A test of Weiner's three-dimensional model. Journal of Educational Psychology, 1981, 73, 393–403.
14.
Gilmor, T.M.Locus of control as a mediator of adaptive behavior in children and adolescents. Canadian Psychological Review, 1978, 38, 1–26.
15.
Halechko, A.D.Self-esteem and perception of parental behavior in children with learning disabilities (Doctoral dissertation, University of Pittsburg, 1976). Dissertation Abstracts International. 1977, 38, 359B.
16.
Lawrence, E.A. & Winschel, J.F.Locus of control: Implications for special education. Exceptional Children, 1975, 41, 483–489.
17.
Lincoln, A. & Chazan. S.Perceived competence and intrinsic motivation in learning disability children. Journal of Clinical Child Psychology, 1979, 8, 213–216.
18.
Murray, M.E.The relationship between personality and adjustment and success in remedial programs in dyslexic children. Contemporary Educational Psychology, 1978, 3, 330–339.
19.
Nowicki, S.T. & Strickland, B.R.A locus of control scale for children. Journal of Consulting and Clinical Psychology. 1973, 40, 148–154.
20.
Pearl, R., Bryan, T., & Donahue. M.Learning disabled children's attributions for success and failure. Learning Disability Quarterly, 1980, 3, 3–9.
21.
Piers, E.V.Manual for the Piers-Harris Children's Self-Concept Scale. Nashville, Tennessee: Counsellor Recordings and Tests, 1969.
22.
Ribner, S.The effects of special class placement on the self-concept of exceptional children. Journal of Learning Disabilities, 1978, 11, 319–323.
23.
Rogers, H.J.An exploration of selected affective characteristics of learning disabled children. Master's Thesis, University of Saskatchewan, 1983.
24.
Shelton, M.N.Affective education and the learning disabled student. Journal of Learning Disabilities, 1977, 10, 618–624.
25.
Silber, C.L.The academic and behavioral characteristics of successful versus nonsuccessful learning disabled students (Doctoral dissertation, North Carolina State University, 1978). Dissertation Abstracts International, 1978, 39, 1481A–1482A.
26.
Stipek, D.J. & Hoffman, J.M.Children's achievement-related expectencies as a function of academic performance histories and sex. Journal of Educational Psychology, 1980, 72, 861–865.
27.
Stipek, D.J. & Weisz, J.R.Perceived personal control and academic achievement. Review of Educational Research, 1981, 51, 101–137.
28.
Thomas, A.Learned helplessness and expectancy factors: Implications for research in learning disabilities. Review of Educational Research, 1979, 49, 208–221.
Tognetti, R.Educationally handicapped children: A comparative study of academic achievement, creativity and locus of control with students in learning disability groups and special day classes, grades three and four (Doctoral dissertation, University of the Pacific, 1972). Dissertation Abstracts International, 1972, 32, 5643A.
31.
Tolor, A., Tolor, B., & Blumin, S. S.Self-concept and locus of control in primary grade children identified as requiring special education programming. Psychological Reports, 1977, 40, 43–49.
32.
Winne, P.H., Woodlands, J.J., & Wong, Y. L.Comparability of self-concept among learning disabled, normal and gifted students. Journal of Learning Disabilities, 1982, 15, 470–475.
33.
Wylie, R.C.The self-concept, Vol. 2: Theory and research on selected topics. Lincoln, Neb.: University of Nebraska Press, 1979.
