Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 1-14 |
| Number of pages | 14 |
| Journal | Emotional and Behavioural Difficulties |
| DOIs | |
| Publication status | Accepted/In press - Mar 31 2018 |
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Keywords
- Attributions
- emotional and behavioural difficulties
- middle school
- Sultanate of Oman
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology
- Psychiatry and Mental health
Cite this
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. / Emam, Mahmoud Mohamed.
In: Emotional and Behavioural Difficulties, 31.03.2018, p. 1-14.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Academic and social attributions as predictors of emotional and behavioural difficulties in students referred for learning disabilities and typically achieving students
T2 - the female profile in Oman
AU - Emam, Mahmoud Mohamed
PY - 2018/3/31
Y1 - 2018/3/31
N2 - 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.
AB - 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.
KW - Attributions
KW - emotional and behavioural difficulties
KW - middle school
KW - Sultanate of Oman
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U2 - 10.1080/13632752.2018.1455629
DO - 10.1080/13632752.2018.1455629
M3 - Article
AN - SCOPUS:85044749029
SP - 1
EP - 14
JO - Emotional and Behavioural Difficulties
JF - Emotional and Behavioural Difficulties
SN - 1363-2752
ER -