Mothers of learning disabled (LD) and normally achieving (NA) pupils administered an academic task to their children in their homes. Mothers' expectations, observed interactions, and attributions for their youngsters' performance were assessed. Mothers of LD pupils held lower expectations for their sons' performance and provided more negative nonverbal responses. Differences were noted in the relationship of LD and NA pupils' performance to their mothers' expectations and interactions. Mothers of LD pupils also were more likely than mothers of NA pupils to attribute their sons' failure to lack of ability. Results are discussed in the context of an interactionist perspective on parenting.
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