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Learning Disabilities junior high school students cognitive , attribution, behavioral strategies and emotional characteristics of study

Author: JinZuo
Tutor: LuHaiDong
School: Northeast Normal University
Course: Developmental and Educational Psychology
Keywords: junior middle school students learning disability cognition attribution behavior strategy mood
CLC: B842
Type: Master's thesis
Year: 2004
Downloads: 459
Quote: 3
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Abstract


Junior middle school students’ cognitions, attributions, behavior strategies and moods are examined by the inventories with 437 subjects. Differences are found in the comparative study on underachievers and achievers. As for the former, studies are carried out respectively between the learned helpless and the self-handicapped. The following are found:1 Cognition of controllable learning results, achievement expectation, learning interest, and cognition of learning significance are negatively and significantly correlated with external attribution, learned helplessness strategies, self-handicapping strategy, anxiety and depression respectively, and significant positive correlation is found with self-esteem;2 External attribution to learning results are positively correlated with learned helplessness and self-handicapping significantly;3 The extent of learned helplessness and self-handicapping is negatively correlated with self-esteem significantly; but positively with depression and anxiety;4 The cognitions of controllable learning results and learning significance of the underachievers are significantly inferior to those of the achievers;5 Significant difference is found in the employment of learned helplessness strategy between the underachievers and the achievers---- the former prefer to take the strategies of learned helplessness and self-handicapping;6 No difference is found in taking learned helplessness and self-handicapping among underachievers;7 Achievement expectation of the learned helpless is less than the self-handicapped.

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