Attributional beliefs of students with learning disabilities

Stuart Woodcock*, Wilma Vialle

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)


While claims of the importance of attribution theory and teachers' expectations of students in regards to performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, this study examined 154 Australian preservice secondary school teachers to ascertain their responses to students with and without LD. It was found that preservice secondary school teachers held a negative attribution style towards students with LD. Preservice secondary teachers perceived students with LD as lacking ability in comparison to others in the class. Recommendations for research and training programs conclude the paper.

Original languageEnglish
Pages (from-to)177-192
Number of pages16
JournalInternational Journal of Learning
Issue number7
Publication statusPublished - 2010
Externally publishedYes


  • Attribution theory
  • Learning disability
  • Preservice teachers


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