Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and Attention Deficit Disorder in Postsecondary Education
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 achiev…
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Date:
December 1995
Creator:
Tominey, Matthew F.
Partner:
UNT Libraries