A cross-national comparison of attributional patterns toward students with and without learning disabilities

Stuart Woodcock*, Han Jiang

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    5 Citations (Scopus)

    Abstract

    Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese trainee teachers (N = 240) who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD. Overall, the findings suggest that Chinese trainee teachers’ attributional pattern is more positive than that of their Australian counterparts. Implications and recommendations for research and practice are also presented.

    Original languageEnglish
    Pages (from-to)3-17
    Number of pages15
    JournalJournal of Learning Disabilities
    Volume51
    Issue number1
    DOIs
    Publication statusPublished - 1 Jan 2018

    Keywords

    • attribution
    • learning disability
    • expectations

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