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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ352553
Record Type: CIJE
Publication Date: 1987
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effects of Varying Performance Sets and Outcome on the Expectations, Attributions, and Persistence of Boys with Learning Disabilities.
Friedman, Dianne E.; Medway, Frederic J.
Journal of Learning Disabilities, v20 n5 p312-16 May 1987
Learning-disabled (N=48) and nonlearning-disabled (N=48) fourth- and fifth-grade boys were given a task and told they had either succeeded or failed. Results indicated that learning-disabled subjects showed greater persistence, attributed outcomes to external factors, and did not exhibit lower performance expectations nor show greater expectancy shifts after outcome information than peers. (Author/CB)
Descriptors: Academic Failure, Attribution Theory, Expectation, Intermediate Grades, Learning Disabilities, Locus of Control, Males, Persistence, Student Attitudes
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A