LD Children's Attributions for Success and Failure: A Replication with a Labeled LD Sample

Abstract

Third- and fourth-grade learning disabled children's attributions for success and failure were examined. Results indicated that successes are not always interpreted by learning disabled children as reflecting something positive about themselves. At the same time, failure is not necessarily viewed as something that can be overcome with effort. The findings point to the need for parents and teachers to be sensitive to LD children's potentially debilitating interpretation of their own performances.