Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals

Autor/inn/en	Nunez, Jose Carlos; Gonzalez-Pienda, Julio A.; Gonzalez-Pumariega, Soledad; Roces, Cristina; Alvarez, Luis; Gonzalez, Paloma; Cabanach, Ramon G.; Valle, Antonio; Rodriguez, Susana
Titel	Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals
Quelle	20 (2005) 2, S.86-97 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2005.00124.x
Schlagwörter	Profiles; Educational Practices; Attribution Theory; Learning Disabilities; Self Concept; Academic Persistence; Academic Achievement; Goal Orientation; Peer Relationship + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Bildungspraxis; Learning handicap; Lernbehinderung; Selbstkonzept; Schulleistung; Zielorientierung; Zielvorstellung; Peer-Beziehungen
Abstract	The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N=173) and without learning disabilities (LD; N=172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self-concept, academic goals, perception of competence-incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self-concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10