The Relationship between attributional style, self-concept, and class placement in students with and without learning disabilities

The current investigation was conducted to examine the relationship between attributional style, self-concept, and class placement in students with and without learning disabilities. Subjects included both students with and without learning disabilities from third, fourth, and fifth grade classrooms. The students who participated in the study were involved in either general or full inclusion programs. Students classified with learning disabilities in the general education program were pulled out for resource room services, while those in the full inclusive programs did not receive pull out services. All students were given the Children\u27s Attributional Style Questionnaire and the Piers-Harris Children\u27s Self-concept Scale. Three hypotheses were tested. Based on past research it was proposed that students classified with learning disabilities would possess a more negative attributional style in addition to a lower self concept in the area of academic achievement compared to their general education peers. Finally, it was predicted that attributional style, and not class placement, would be a stronger predictor of academic self-concept. Results show strong support for all three hypotheses. Results are discussed in terms of implications for interventions as well as directions for further research