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

Thumbnail image of item number 1 in: 'Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education'.
Thumbnail image of item number 2 in: 'Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education'.
Thumbnail image of item number 3 in: 'Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education'.
Thumbnail image of item number 4 in: 'Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education'.
Showing 1-4 of 72 pages in this thesis.

PDF Version Also Available for Download.

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.

Physical Description

iii, 68 leaves

Creation Information

Tominey, Matthew F. December 1995.

Context

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.

Who

People and organizations associated with either the creation of this thesis or its content.

Author

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Tominey, Matthew F.

Provided By

UNT Libraries

With locations on the Denton campus of the University of North Texas and one in Dallas, UNT Libraries serves the school and the community by providing access to physical and online collections; The Portal to Texas History and UNT Digital Libraries; academic research, and much, much more.

About | Browse this Partner

Contact Us

Corrections Questions

What

Descriptive information to help identify this thesis. Follow the links below to find similar items on the Digital Library.

Degree Information

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.

Physical Description

iii, 68 leaves

Language

Item Type

Identifier

Unique identifying numbers for this thesis in the Digital Library or other systems.

Collections

This thesis is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

About | Browse this Collection

What responsibilities do I have when using this thesis?

Digital Files

When

Dates and time periods associated with this thesis.

Creation Date

  • December 1995

Added to The UNT Digital Library

  • March 26, 2014, 9:30 a.m.

Description Last Updated

  • June 18, 2014, 2:20 p.m.

Usage Statistics

When was this thesis last used?

Yesterday: 0
Past 30 days: 10
Total Uses: 216
More Statistics

Interact With This Thesis

Here are some suggestions for what to do next.

Start Reading

Thumbnail image of item number 1 in: 'Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education'.
Thumbnail image of item number 2 in: 'Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education'.
Thumbnail image of item number 3 in: 'Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education'.
Thumbnail image of item number 4 in: 'Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education'.

PDF Version Also Available for Download.

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; .