Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education

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Description

Thirty one students with learning disabilities (LD) and/or with Attention Deficit Hyperactivity Disorder (ADHD) completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire. The reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978) predicted that students with negative attributional styles (i.e., internal-stable-global attributions) experienced motivational, cognitive, and emotional deficits. The present study examined college achievement (grade point average) of students with LD and/or ADHD. The Prediction that students with LD and/or ADHD with negative attributional styles would achieve less academic success than comparable students with positive attributional styles (i.e., extenal-unstable-specific attributions) was supported by the research results.

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iii, 68 leaves

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Tominey, Matthew F. December 1995.

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This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 216 times , with 10 in the last month . More information about this thesis can be viewed below.

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  • Tominey, Matthew F.

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Thirty one students with learning disabilities (LD) and/or with Attention Deficit Hyperactivity Disorder (ADHD) completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire. The reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978) predicted that students with negative attributional styles (i.e., internal-stable-global attributions) experienced motivational, cognitive, and emotional deficits. The present study examined college achievement (grade point average) of students with LD and/or ADHD. The Prediction that students with LD and/or ADHD with negative attributional styles would achieve less academic success than comparable students with positive attributional styles (i.e., extenal-unstable-specific attributions) was supported by the research results.

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iii, 68 leaves

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UNT Theses and Dissertations

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  • December 1995

Added to The UNT Digital Library

  • March 26, 2014, 9:30 a.m.

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  • June 18, 2014, 2:20 p.m.

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Citations, Rights, Re-Use

Tominey, Matthew F. Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education, thesis, December 1995; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc279301/: accessed April 26, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .