RIS ID
59315
Abstract
This paper aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with a learning disability (LD) in China. The study presented in this paper examined the attributional beliefs that Chinese pre-service teachers had developed towards students with LD, in comparison to students without LD. The findings show that Chinese pre-service teachers did not differ in their attributional beliefs between students with and without LD. Implications from the findings, and future research recommendations are also presented.
Publication Details
Woodcock, S. & Jiang, H. (2012). Attributions of the educational outcomes of students with learning disabilities in China. International Journal of Special Education, 27 (2), 1-14.