Controllability Attributions for Academic Performance and the Perceived Scholastic Competence, Global Self-Worth and Achievement of Children with Dyslexia.

Abstract

This study was designed to investigate the relationship between controllability attributions for academic performance and the self-perceptions of children with severe and persistent reading difficulties (dyslexia) and classmates without learning difficulties. The participants were 20 children with dyslexia and 20 children with no identified learning difficulties aged 8-11 years in mainstream classes. Selfperceptions were measured using Harter's (1985) Self-Perception Profile for Children. Attributions for academic performance were assessed and classified as controllable or uncontrollable. Children identified as dyslexic using a modern working definition were found to have significantly lower perceived scholastic competence than their normally achieving peers, but their global self-worth was not significantly lower. In these respects the results of this study closely paralleled the results of previous research which employed IQ-achievement discrepancy definitions of dyslexia. Children with uncontrollable attributions had significantly lower perceived scholastic competence than children with controllable attributions, even when actual reading attainment was taken into account. The relationship between controllability attributions for academic performance and perceived scholastic competence was found to be similar for children with dyslexia and their normally achieving classmates. It is suggested that intervention focused on the these variables in mainstream classrooms may benefit both pupils with dyslexia and their normally achieving peers.