Temperament, self-concept, and locus of control were compared for 38 children with learning disabilities and a comparsion group of matched peers in order to validate the “inactive learner“ characterization of disabled students. A multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibility—two temperament factors and two self-concept subscales. Results were interpreted as partially supporting the characterization of disabled students as uninvolved and inactive in the learning situation. Recommendations for additional research are included.
Bendell, D.B., Tollefson, N., & Fine, M. (1980). Interaction of locus of control orientation and the performance of learning disabled adolescents. Journal of Learning Disabilities, 13, 83-86.
3.
Bender, W.N. (1985a). Differences between learning disabled and non-learning disabled children in temperament and behavior. Learning Disability Quarterly, 8, 11-18.
4.
Bender, W.N. (1985b). Differential diagnosis based on task-related behavior of learning disabled and low-achieving adolescents. Learning Disability Quarterly, 8, 261-266.
5.
Bender, W.N. (1986). Teachability and behavior of learning disabled children. Psychological Reports, 59, 471-476.
6.
Billman, J., & McDevitt, S.C. (1980). Convergence of parent and observer ratings of temperament with observations of peer interaction in nursery school. Child Development, 51, 395-400.
7.
Black, F.W. (1974). Self-concept as related to achievement and age in learning disabled children. Child Development, 45, 1137-1140.
8.
Bryan, T. (1974). An observational analysis of classroom behaviors of children with learning disabilities. Journal of Learning Disabilities, 7, 26-34.
9.
Cadwell, J., & Pullis, M. (1983). Assessing changes in the meaning of children's behavior: Factorial invariance of teachers' ratings. Journal of Educational Psychology, 75, 553-560.
10.
Canino, F.J., (1981). Learned-helplessness theory: Implications for research in learning disabilities. Journal of Special Education, 15, 471-484.
11.
Chapman, J. W., Boersma, F.J. (1979). Learning disabilities, locus of control, and mother attitudes. Journal of Educational Psychology, 71, 250-258.
12.
Coleman, J.M., (1983). Self-concept and the mildly handicapped: The role of social comparisons. Journal of Special Education, 17, 37-45.
13.
Crandall, V.C., Katkovsky, W., & Crandall, V.J. (1965). Children's beliefs in their own control of reinforcements in intellectual-academic achievement situations. Child Development, 36, 91-109.
14.
Cruickshank, W. A., Bentzen, B., Ratzeburg, F., & Tannhauser, M. (1961). A teaching method for brain injured and hyperactive children. Syracuse, NY: Syracuse University Press.
15.
Goldsmith, H.H., & Gottesman, I.I. (1981). Origins of variation in behavioral styles: A longitudinal study of temperament in young twins. Child Development, 52, 91-103.
16.
Hallahan, D.P., Gajar, A. H., Cohen, S.B., & Tarver, S.G. (1978). Selective attention and locus of control in learning disabled and normal children. Journal of Learning Disabilities, 11, 231-236.
17.
Hiebert, B., Wong, B., & Hunter M. (1982). Affective influences on learning disabled adolescents. Learning Disability Quarterly, 5, 334-342.
18.
Johnson, D.S. (1981). Naturally acquired learned helplessness: The relationship of school failure to achievement behavior, attributions, and selfconcept, Journal of Educational Psychology, 73, 174-180.
19.
Keogh, B.K. (1983). Individual differences in temperament: A contribution to the personal, social, and educational competence of learning disabled children. In J.D. McKinney & L. Feagans (eds.), Current topics in learning disabilities (pp. 33-56). Norwood, NJ: Ablex.
20.
Keogh, B.K., Pullis, M.E., & Cadwell, J. (1982). A short form of the teacher temperament questionnaire. Journal of Educational Measurement, 19, 323-329.
21.
Leviton, A. (1975). The implication of the relationship between self-concept and academic achievement. Child Study Journal, 5, 25-30.
22.
McKinney, J.D., & Feagans, L. (1983). Adaptive classroom behavior of learning disabled students. Journal of Learning Disabilities, 16, 360-367.
23.
McKinney, J.D., & Feagans, L. (1984). Academic and behavioral characteristics of learning disabled children and average achievers: Longitudinal studies. Learning Disability Quarterly, 7, 251-263.
24.
Patten, M.D. (1983). Relationship between selfesteem, anxiety and achievement in young learning disabled students. Journal of Learning Disabilities, 16, 43-45.
25.
Piers, E.V. (1984). Piers-Harris children's selfconcept scales revised manual 1984. Los Angeles: Western Psychological Corp.
26.
Pullis, M.E. (1985). LD students' temperament characteristics and their impact on decisions by resource and mainstream teachers. Learning Disability Quarterly, 8, 109-121.
27.
Rich, H.L., (1981). Educationally handicapped children's locus of control and reading achievement. Exceptional Children, 47, 244-248.
28.
Rogers, K., & Saklofske. D.H. (1985). Self-concepts, locus of control and performance expectations of learning disabled children. Journal of Learning Disabilities, 18, 273-278.
29.
Smith, M.D. (1979). Prediction of self-concept among learning disabled children. Journal of Learning Disabilities, 12, 664-669.
30.
Thomas, A., & Chess. S. (1977). Temperament and development. New York: Branner/Mazel.
31.
Thomas, A., Pashley, B. (1982). Effects of classroom training on LD students task persistence and attributions. Learning Disability Quarterly, 5, 133-143.
32.
Tollefson, N., Tracy, D.P., Johnson, E.P., Buenning, M., Farmer, A., & Barke, C.R. (1982). Attribution patterns of learning disabled adolescents. Learning Disability Quarterly, 5, 14-20.
33.
Torgesen, J.K. (1975). Problems and prospects in the study of learning disabilities. In E.M. Hetherington & J. Hagen (eds.), Review of child development research, Vol. 5 (pp. 385-440). Chicago: University of Chicago Press.
34.
Torgesen, J.K. (1977). The rate of nonspecific factors in the task performance of learning disabled children: A theoretical assessment. Journal of Learning Disabilities, 10, 27-34.
35.
Torgesen, J.K. (1980). Conceptual and educational implications of the use of efficient task strategies by learning disabled children.Journal of Learning Disabilities, 13, 364-371.
