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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ585849
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Social Persistence Following Failure in Boys and Girls with LD.
Settle, Shirley A.; Milich, Richard
Journal of Learning Disabilities, v32 n3 p201-12 May-Jun 1999
This study examined the response of intermediate-grade boys (N=18) and girls (N=20) with (N=20) or without (N=18) learning disabilities (LD) to experimental dyadic interactions, either friendly or unfriendly. Children with LD were hypersensitive to both situations and girls with LD appeared most negatively affected by the unfriendly interaction. Results support the learned-helplessness hypothesis. (Author/DB)
Descriptors: Helplessness, Interaction Process Analysis, Intermediate Grades, Interpersonal Competence, Interpersonal Relationship, Learning Disabilities, Peer Relationship, Sex Differences
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