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- Publisher
- Springer Journals
- Copyright
- Copyright
- Subject
- Psychology; Child and School Psychology; Neurosciences; Public Health
- ISSN
- 0091-0627
- eISSN
- 1573-2835
- DOI
- 10.1007/BF00912087
- Publisher site
- See Article on Publisher Site
Abstract
The social attributions of learning-disabled and control children with either similar or higher social acceptance ratings were assessed within an open- ended interview format. In addition, measures of social selfesteem and expectation of social success were obtained. The learningdisabled group used luck more frequently and personality interaction less frequently as explanations for social outcomes than did the other two groups. Learning-disabled children also had the lowest expectation of social success and, like the low acceptance group, had a poorer social self-image. Possible explanations for the development of these attributions and the implications for holding them were discussed.
Journal
Journal of Abnormal Child Psychology – Springer Journals
Published: Dec 15, 2004