Response bias on a locus of control measure by learning-disabled children

1983 ◽  
Vol 11 (4) ◽  
pp. 537-548 ◽  
Author(s):  
Ann Booker Loper ◽  
Ronald E. Reeve
Keyword(s):  
Locus Of Control ◽  
Response Bias ◽  
Control Measure ◽  
Learning Disabled ◽  
Disabled Children

Children's Responses to Nonexplicit Requests for Clarification

1981 ◽  
Vol 53 (3) ◽  
pp. 919-925 ◽  
Author(s):  
Ruth Pearl ◽  
Mavis Donahue ◽  
Tanis Bryan
Keyword(s):  
Locus Of Control ◽  
Control Measure ◽  
Learning Disabled ◽  
Referential Communication ◽  
Functional Equivalence ◽  
Disabled Children ◽  
Facial Feedback ◽  
Communication Task

67 learning- and 60 non-disabled children in Grades 1 to 8 participated in a referential communication task in which they provided clues for an experimenter who indicated with varying levels of explicitness the need for a second clue. Facial feedback expressing non-comprehension did not acquire the functional equivalence of explicit requests until Grades 7 to 8. Learning disabled girls in Grades 1 and 2 were less likely than non-disabled girls to respond to facial feedback; however, learning disabled boys in these grades were more likely to respond than non-disabled boys. A locus of control measure administered to children in Grades 3 to 8 indicated that responsiveness to the implicit request, “I don't understand,” was related to a belief in internal responsibility for failure.

Learning Disabled Children's Attributions for Success and Failure

1980 ◽  
Vol 3 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Ruth Pearl ◽  
Tanis Bryan ◽  
Mavis Donahue
Keyword(s):  
Locus Of Control ◽  
Internal Control ◽  
Task Difficulty ◽  
Learning Disabled ◽  
Eighth Grade ◽  
Disabled Children ◽  
Social Situations ◽  
Achievement Behavior ◽  
Children's Beliefs ◽  
And Control

These studies examined underachieving and control children's beliefs about the causes of their successes and failures. In Study 1, third- through eighth-grade children were administered a scale measuring locus of control in achievement situations. Results indicated that underachieving children had weaker feelings of internal control over success than the control children. In Study 2, first- through eighth-grade children rated the importance of ability, effort, task difficulty, and luck for success and failure in reading, on puzzles, and in social situations. The children's ratings indicated that underachievers believed lack of effort played less of a role in their failures than did control children. The results are discussed in terms of their implications for the achievement behavior of learning disabled children.

Locus of Control and Learning Disabilities: A Review and Discussion

1982 ◽  
Vol 54 (2) ◽  
pp. 503-514 ◽  
Author(s):  
Curtis C. Dudley-Marling ◽  
Vicki Snider ◽  
Sara G. Tarver
Keyword(s):  
Learning Disabilities ◽  
Locus Of Control ◽  
Learned Helplessness ◽  
Relevant Literature ◽  
Learning Disabled ◽  
Disabled Children ◽  
External Locus ◽  
Normally Achieving ◽  
External Locus Of Control ◽  
The Relationship

It has been widely reported that an external locus of control is associated with children who experience failure. A review of the relevant literature indicates that learning disabled children, like other groups of children who have experienced failure, are more likely to exhibit an external locus of control than their normally achieving peers. In particular, learning disabled children have been found to be more likely than normally achieving students to attribute their successes, but not their failures, to external factors. The relationship of the locus of control construct to the field of learning disabilities is discussed in terms of four questions: (1) what is the relationship between locus of control and academic achievement?, (2) how is locus of control related to learned helplessness?, (3) is a change in locus of control orientation desirable?, and (4) what is the utility of locus of control for the education of learning disabled children? It is concluded that, in the course of remediation, attention should be devoted to the entire syndrome of characteristics associated with failure but within the context of academic intervention.

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