Achievement Attributions of Learning-Disabled Boys

Abstract

28 learning-disabled and 28 non-learning-disabled boys in Grades 3 and 6 were administered the Intellectual Achievement Responsibility Questionnaire, a measure of children's locus-of-control. Consistent with previous research, learning-disabled boys of both grades reported expectations for external locus-of-control for their successes, but did not differ in control orientation from non-disabled boys regarding failures. Analysis showed that the internal attributions learning-disabled boys made for successes were likely to involve achievements based on ability rather than effort. However, these boys did not differ from non-learning-disabled boys in the perception of effort or ability as a means of controlling experiences of failure. Results do not appear to support the hypothesis that learned helplessness may be an appropriate explanatory model for learning disabilities.