ERIC Number: ED407815
Record Type: RIE
Publication Date: 1996-Oct-21
Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and/or Attention Deficit Disorder in Postsecondary Education.
Tominey, Matthew F.
This report discusses a study of 31 postsecondary students (20 males and 11 females) with learning disabilities (LD) and/or with attention deficit hyperactivity disorder (ADHD) that examined college achievement and attributional styles. Students completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire. Participants were told to imagine themselves in each of 12 scenarios and to identify one major reason or cause for their active or passive response to the situation, then to answer three questions about their response and a behavioral question concerning the scenario. Results found that the students with LD and/or ADHD who demonstrated a negative attributional style (internal, stable, and global causes) for aversive events performed at a lower level academically than students with a more positive attributional style (external, unstable, and specific causes). The attribution the students made to failure significantly correlated with grade point average. The paper discusses Seligman's reformulated model of learned helplessness and indicates the research showed learned helplessness played a substantial role in the academic functioning of the students. Recommendations are made for environmental changes to reduce the effects of learned helplessness. (Contains 20 references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the International Conference of the Learning Disabilities Association (Chicago, IL, Feb. 19-22, 1997).