Influences Of Labeling And Parental Reactions On Boys' Causal Attributions For Success And Failure In Reading (learning Disability, Self-perceptions, Low Achievement, Family, Parent-child Relationship).
Pagel, Susan Elaine
1985
Abstract
Causal attributions for success and failure in reading and perceived emotional and behavioral reactions of parents to reading performances of learning disabled, remedial, and average male readers ages 9-13 were compared. Attribution dimensions of locus, control, and stability were coded from student ratings of 32 reasons for good and poor performances on reading workbook assignments. Teacher ratings of reading behavior and students' perceived reading competence were also obtained. Results of two-way MANOVA's showed no differences in attributions by reading group placement or perceived parental reactions. A significant interaction indicated parental reactions influenced primarily locus of success, and locus and stability of failure of learning disabled and remedial readers. LD boys' locus of success was more internal when the intensity of parental emotions was strong rather than mild. Their attributions for failure were more internal and stable when parental behavior was supportive rather than nonsupportive. Parental reactions had the opposite effect on remedial boys' attributions. The relationship of attributions and classroom reading behavior differed by reading group. More efficacious behavior (e.g., persistence, independence, positive attitude) related significantly to high control of failure for LD, low stability of failure and low control of success for remedial, and internal locus of success for average boys. Finally, LD boys had significantly lower perceived reading competence than the other groups. It was concluded that, by themselves, labeling, reading achievement, and parental responses do not significantly influence attributions for everyday reading performances. Instead, parental reactions exerted more influence on attributions of the two groups of low-achievers than average-achievers. However, low-achievers labeled learning disabled and those not labeled but in remedial classes may interpret the same parental responses differently. For the latter, parental support and strong emotional reactions were interpreted to communicate personal responsibility for failure and, thus, created defensiveness. For LD boys, the same parental reactions, by communicating high expectations that the child can progress in reading, may counteract possible negative effects of labeling and promote motivation-enhancing attributions. Relationships of the three attribution dimensions (i.e., locus, control and stability) to behavior during reading were variable and, thus, merit further investigation.Subjects
Achievement Attributions Boys Causal Child Disability Failure Family Influences Labeling Learning Low Parent Parental Perceptions Reactions Reading Relationship Self Success
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