LEARNING DISABLED AND NORMAL ACHIEVING STUDENTS’ CAUSAL ATTRIBUTES FOR THEIR PERFORMANCE OUTCOMES

Project Abstract

ABSTRACT This research project aimed to investigate the causal attributes that learning disabled and normal achieving students attribute to their performance outcomes in an academic setting. The study focused on exploring the differences in how these two groups of students perceive the reasons behind their academic success or failure. A sample of learning disabled students and normal achieving students from middle and high schools participated in the study, providing their insights through structured interviews and questionnaires. The findings revealed distinct patterns in the causal attributions made by learning disabled students compared to normal achieving students. Learning disabled students tended to attribute their performance outcomes to factors beyond their control, such as luck, task difficulty, or lack of ability. In contrast, normal achieving students were more likely to attribute their success to internal factors like effort, ability, and effective study habits. Additionally, normal achieving students were more inclined to take personal responsibility for their failures and seek ways to improve, while learning disabled students often felt discouraged and helpless in the face of challenges. Moreover, the study identified a significant difference in the level of self-efficacy between the two groups. Normal achieving students demonstrated higher self-efficacy beliefs, viewing themselves as capable of overcoming obstacles and achieving academic success through their efforts. In contrast, learning disabled students exhibited lower self-efficacy beliefs, doubting their abilities and feeling less confident in their academic skills. These findings have important implications for educators and policymakers in designing interventions and support systems for students with learning disabilities. By understanding the distinct causal attributions and self-efficacy beliefs of learning disabled students, educators can tailor their strategies to foster a growth mindset and resilience in these students. Providing targeted support and interventions that promote a sense of control and self-efficacy could help improve the academic performance and overall well-being of learning disabled students. In conclusion, this research project sheds light on the different causal attributions and self-efficacy beliefs of learning disabled and normal achieving students regarding their academic performance outcomes. By recognizing these differences and addressing the unique needs of learning disabled students, educators can better support their academic success and foster a positive learning environment for all students.

Project Overview

<p> </p><p>Students with learning disabilities (LD), or learning difficulties, form a large significant group in China. Research has shown that the prevalence rate in young people up to the age of 18 ranges from a low of 4.86% to a high of 31.62% (He, 2005; Liu, 2000; Wang, 2003; Yao, 2009). A major reason for such a wide discrepancy is the plethora of definitions and diagnostic criterion, none of which have been widely adopted across China. Learning Disabled</p><p>The more simplified the criterion used, the higher the rate of identified students. However, no matter which rate is referred, given such a large country, the population of students with LD will always be large. For the purpose of this paper, LD will be used referring to the World Health Organization (WHO) definition that there is a significant disability of learning that cannot be solely accounted for by mental retardation, visual acuity problems, or inadequate schooling (2010, p196). In China over the past two decades, LD has increasingly received attention from many research fields such as education, psychology and medicine. Learning Disabled</p><p>The current research LD follows two basic tracks: one is to explore the cognitive development, and the mechanisms of information processing of students with LD, as well as to design effective interventions to solve problems and disabilities that occurred during their cognitive development; the other is to explore their social development, including mind and behaviour, emotional development, social competence, and social cognition, and so on (Yu, 2005). The latter is more recent, but has become a hot topic, in which the research on attribution and motivation of students with LD is a new focus (Chen, 2007; Li, Liu &amp; Dong, 2006; Zhao, 2010).Learning Disabled</p><p>Among the various theories of attribution, Weiner’s (1979, 1985, 1986) Attribution Theory is one of the most popular and has been commonly applied by Chinese researchers on LD among fifferent populations (e.g., Luo, 2000; Zhao, Zhang, Geng &amp; Shen, 2005) and in different subjects (e.g., Chang, 2010; Hu, 2009). Weiner’s Attribution Theory Attribution theorists assume that individuals seek to understand why events have occurred (Schuster, Forsterlung, &amp; Weiner, 1989, p. 192).Learning Disabled</p><p>Weiner and his colleagues originally developed the research on the causes of success and failure. Guided by Heider’s causal structure (1958), they initially assumed that ability, effort, task difficulty, and luck were perceived as the most responsible causes for success and failure in achievement-related contexts, among which ability and effort were the most dominant determiners (Weiner, 1985). Later, they put forward that factors such as mood, fatigue, illness, biases of others, and unique factors to specific situations were necessary causes (Weiner, Russell,&amp; Lerman, 1978). In the centre of Weiner’s Attribution Theory, are two related models. First, the theory categorized the perceived causes into three dimensions: locus of causality, stability, and controllability (Weiner, 1979, 1986). Locus of causality is concerned as a backward-looking belief, thus, it focuses on whether the cause is internal or external to the individual (Linnenbrink &amp; Pintrich, 2002).Learning Disabled.</p> <br><p></p>