Kimberley C Tsujimoto, Jan C Frijters, Richard Boada, Stephanie Gottwald, Dina Hill, Lisa A Jacobson, Maureen W Lovett, E Mark Mahone, Erik G Willcutt, Maryanne Wolf, Joan Bosson-Heenan, Jeffrey R Gruen
The causal attributions that children make for success and failure have been associated with later reading motivation and ability perceptions, which have the potential to impact future task engagement. Few studies have investigated whether such attributions are domain specific, that is linked with the specific skill in question, or a general motivational set. Even fewer studies have examined these relationships among diverse racial and ethnic subgroups. The present study examined differences in success and failure attributions among children with and without reading delay (RD) and general language impairments (LI), in a predominately Hispanic and African American sample...
May 2018: Learning and Individual Differences