In the present work, the hypothesis of the existence of diverse motivational profiles in students with learning difficulties (LD) and the differential implications for intervention in the classroom are analyzed. Various assessment scales (academic goals, self-concept, and causal attributions) were administered to a sample of 259 students with LD, ages 8 to 15 years, in Spain. The data obtained were analyzed through (a) cluster analysis to study this hypothesis and (b) MANOVAs to determine the extent to which such profiles were accompanied by significant differences in self-esteem and causal attribution patterns. The results revealed four different motivational profiles and significantly different levels of self-esteem and causal attribution process.
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