Fourth-, fifth-, and sixth-grade students, representing three classifications—intellectually gifted, learning disabled, and normal-achieving—were compared for their conceptualizations, attributions, and attitudes about school grading practices. Significant differences were found among the three groups, particularly in ability to define grading systems and tendencies to perceive the causes for getting good grades as internal and controllable. Linear trends were found on these variables, with mean scores showing an increase from the learning-disabled, to the normal-achieving, to the gifted group. Results are discussed in terms of psychological theory and issues for educational practice.
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