Explanatory Style and College Performance in Students with Physical Disabilities

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Seventy students (38 with physical disabilities and 32 without physical disabilities) were matched on age (a criterion of ± 4 years was used) and sex. Members of both groups, Persons With Physical Disabilities (PWPD) and those Persons Not Physically Disabled (PNPD), were asked to complete the University Services Inventory, Academic Goals Questionnaire, Academic Attributional Style Questionnaire (AASQ), and Beck Depression Inventory (BDI) to determine how these variables were related to explanatory style (ES, as determined by AASQ scores). ES has its origins in the reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978). According to this model, individuals who made ... continued below

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vii, 123 leaves : ill.

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Martinez, Ramiro, 1964- August 1997.

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  • Martinez, Ramiro, 1964-

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Seventy students (38 with physical disabilities and 32 without physical disabilities) were matched on age (a criterion of ± 4 years was used) and sex. Members of both groups, Persons With Physical Disabilities (PWPD) and those Persons Not Physically Disabled (PNPD), were asked to complete the University Services Inventory, Academic Goals Questionnaire, Academic Attributional Style Questionnaire (AASQ), and Beck Depression Inventory (BDI) to determine how these variables were related to explanatory style (ES, as determined by AASQ scores). ES has its origins in the reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978). According to this model, individuals who made attributions that were internal-stable-global (pessimistic ES) were more likely to experience mood and behavior deficits in the wake of bad events. The present study examined college achievement (GPA), utilization of university services, goal specificity, goal efficacy, and responses to academic setbacks, as these variables were related to ES. Additionally, ES scores were examined with regards to differences in gender and disability status (both between different disability groups and between individuals with and without physical disabilities).

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vii, 123 leaves : ill.

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UNT Theses and Dissertations

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  • August 1997

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  • March 24, 2014, 8:07 p.m.

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  • Aug. 26, 2014, 11:49 a.m.

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Martinez, Ramiro, 1964-. Explanatory Style and College Performance in Students with Physical Disabilities, dissertation, August 1997; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc278608/: accessed August 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .