Locus of control and achievement motivation in dyslexic children

Sixty-five dyslexic children and 38 normal children were assessed on internal versus external locus of control and on achievement motivation as measured by formal questionnaires and by teacher ratings. Results indicate less internal locus of control for academic success and general life situations in dyslexic children. A significant relationship between internal locus of control and achievement motivation was found in dyslexic children. Results are discussed with reference to feelings of learned helplessness and depression in learning-disabled children, and to the importance of psychological management of the dyslexic child.