Teachers' causal attributional responses of students with learning disabilities in China

Authors

Stuart Woodcock, University of WollongongFollow
Han Jiang, University of WollongongFollow

RIS ID

78143

Publication Details

Woodcock, S. & Jiang, H. (2013). Teachers' causal attributional responses of students with learning disabilities in China. Learning and Individual Differences: journal of psychology and education, 25 163-170.

Abstract

This paper aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with learning disabilities (LD) in China. The study examined the attributional beliefs of 103 elementary and secondary school teachers towards students with LD, in comparison to students without LD. The findings show that Chinese teachers differed little in their attributional beliefs between students with and without LD, and generally follow a positive attribution cycle for students with and without LD. Implications from the findings, and future research recommendations are also presented.