Academic and social attributions as predictors of emotional and behavioural difficulties in students referred for learning disabilities and typically achieving students: the female profile in Oman

Mahmoud Mohamed Emam*

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةمراجعة النظراء

3 اقتباسات (Scopus)

ملخص

Identification of children who exhibit emotional and behavioural difficulties (EBDs) has been prioritized in several countries in the Middle East and North Africa (MENA) region including Oman. Research showed that cognitive attribution processes are biased and defective in atypical populations such as students with learning disabilities (LD). The current study examined the relationship between school-based attributions including academic and social attributions and the display of EBDs in students referred for having LD and typically achieving students. The Student Academic Attribution Scale (SAAS), Student Social Attribution Scale (SSAS), and the Arabic version of the Strengths and Difficulties Questionnaire (A-SDQ) were administered to 135 typically achieving students and 89 students referred for LD. The participants were all females from middle school. Stepwise regression analyses showed that academic and social attributions were more predictive of EBDs in students referred for LD compared to typically achieving students. The attribution profile of students with LD reflected negative symptoms that lead to the display of internalizing and externalizing EBDs. The study findings are discussed in relation to how schools can utilize the cognitive process of attribution to support students with EBDs.

اللغة الأصليةEnglish
الصفحات (من إلى)326-339
عدد الصفحات14
دوريةEmotional and Behavioural Difficulties
مستوى الصوت23
رقم الإصدار3
المعرِّفات الرقمية للأشياء
حالة النشرPublished - يوليو 3 2018

ASJC Scopus subject areas

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