Attribution Patterns of Learning Disabled Adolescents

1982 ◽  
Vol 5 (1) ◽  
pp. 14-20 ◽  
Author(s):  
Nona Tollefson ◽  
D.B. Tracy ◽  
E.P. Johnsen ◽  
Meridith Buenning ◽  
A. Farmer ◽  
...  
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Learning Disabled ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
Complete Work ◽  
Intellectual Achievement ◽  
Responsibility Scale ◽  
And Task

This study compared the general self-esteem and attributions of LD and non-LD junior high-school students and the general attributions and task-specific attributions of LD students. Subjects were 35 LD students and 99 non-LD students. All subjects completed the Rosenberg Self-Esteem Scale and the Intellectual Achievement Responsibility Scale (IAR). LD students also completed a spelling task and gave reasons for their success or failure on the task. Mean scores for the Rosenberg Self-Esteem Scale and the Intellectual Achievement Responsibility Scale were not significantly different for LD and non-LD students. However, LD students' internal responses to the IAR were not mirrored on the spelling task. LD students gave internal responses to the general attribution measure, but not to the task-specific attribution measure. It was concluded that LD students' attribution patterns help explain why LD students may verbalize a desire to do well in school, but fail to expend the effort necessary to complete work and, consequently, appear to be poorly motivated.

scholarly journals Influencing factors of aggressive behavior among left-behind junior high school students: structural equation model

2020 ◽  
Author(s):  
Yi-Fei Li ◽  
Jie Zhang ◽  
Juan Li ◽  
Yi-Ping Chen ◽  
Si-Lan Yang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Aggressive Behavior ◽  
Junior High School ◽  
Structural Equation ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
Left Behind

Abstract Background High aggressive behavior will harm the physical and mental health of children, and the probability of aggressive behaviors among left-behind junior high school students is significantly higher than that of non-left-behind ones, but the systematic research and intervention measures concerning the aggressive behavior of the left-behind junior high school students quite deficient at present. This study adopts the structural equation model to analyze the interrelationship and action modes of various factors affecting the aggressive behavior of the left-behind junior high school students to provide scientific basis for the mitigation and prevention of their aggressive behavior. Methods A structural equation model was constructed based on data from a cross-sectional survey of 751 left-behind junior high school students using Adolescent Self-rating Life Events Checklist, Rosenberg Self-Esteem Scale, Resilience Scale for Chinese Adolescents, Coping Style Questionnaire, and Buss-Warren Aggression Questionnaire. Results Self-esteem, resilience, positive coping, negative coping and household income have different direct or indirect effects on the aggressive behavior of left-behind junior high school students. Among them, self-esteem, resilience, positive coping and negative coping are the important mediating factors between life events and aggressive behavior of left-behind junior high school students. Conclusions Parents, teachers and temporary guardians in the care of left-behind children should try to avoid possible adverse effects that the life events have on the children, meanwhile should also through effective psychological intervention and social support, improving the self-esteem, psychological resilience and positive coping tendencies of left-behind children, in order to reduce or prevent their aggressive behaviors.

scholarly journals The Effect of Self-Esteem on Students’ Mathematical Communication Skills

2019 ◽  
Vol 10 (1) ◽  
pp. 79-86
Author(s):  
Ibud Mahani ◽  
Budiyono Budiyono ◽  
Hasih Pratiwi
Keyword(s):  
High School Students ◽  
Data Analysis ◽  
Communication Skills ◽  
Junior High School ◽  
Quantitative Research ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
Mathematical Communication ◽  
Analysis Technique

This study aims to find out between students with high, medium, and low self-esteem in term of better mathematical communication. This type of research is quantitative research. The data analysis technique used was one-way variance analysis with inequivalent cells. The collection of students' mathematical communication data was obtained from the score of mathematical communication tests, and the data of self-esteem was collected through questionnaires. The subjects of this study were the eighth-grade junior high school students in Ponorogo with the high, medium and low schools categories. The results of this study indicate that students with high self-esteem possess better mathematical communication skills compared to students with moderate self-esteem and students with low self-esteem. Students with low self-esteem are having the same level of mathematical communication skills as students with moderate self-esteem. 

Facilitating Learning Disabled Students' Acquisition of Science Classifications

1985 ◽  
Vol 8 (4) ◽  
pp. 299-309 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Barbara McLoone ◽  
Joel R. Levin
Keyword(s):  
High School Students ◽  
Direct Instruction ◽  
Junior High School ◽  
Learning Disabled ◽  
Junior High School Students ◽  
School Students ◽  
Experimental Conditions ◽  
Instruction Condition ◽  
Repeated Practice ◽  
Mnemonic Instruction

Thirty-six learning disabled junior-high school students were randomly assigned to three experimental conditions to learn three dichotomous classifications for each of eight minerals: hardness level (hard-soft), color (pale-dark), and common use (home-industry). In the direct-instruction condition, students were taught the mineral classifications according to the principles of direct instruction (i.e., student participation with repeated practice and reinforcement). In the mnemonic-instruction condition, students were shown thematic illustrations that integrated each of the minerals and its symbolized attribute classifications. Finally, in the free-study condition, students were instructed to learn the eight minerals using whichever method they chose. Results showed that students who learned via mnemonic instruction outperformed those who were allowed free study. The latter group, in turn, outperformed the direct-instruction subjects. Implications for classroom instruction are drawn.

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