A Cross-National Comparison of Attributional Patterns Toward Students With and Without Learning Disabilities
11 Faculty of Human Sciences, Macquarie University, Sydney, Australia.
Abstract:
Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese trainee teachers ( N = 240) who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD. Overall, the findings suggest that Chinese trainee teachers' attributional pattern is more positive than that of their Australian counterparts. Implications and recommendations for research and practice are also presented.
More Related Videos
12:55Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
05:32Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
Published on: December 7, 2018
Related Concept Videos
Theory of Attribution II: Kelley's Covariation Theory
Theory of Attribution I: Correspondent Inference Theory
Correspondence Bias
Learning Disabilities
Dyslexia
Dyslexia is a...
Fundamental Attribution Error
Attribution Theory
