Attributions of the educational outcomes of students with learning disabilities in China

Stuart Woodcock*, Han Jiang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

This paper aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with a learning disability (LD) in China. The study presented in this paper examined the attributional beliefs that Chinese pre-service teachers had developed towards students with LD, in comparison to students without LD. The findings show that Chinese pre-service teachers did not differ in their attributional beliefs between students with and without LD. Implications from the findings, and future research recommendations are also presented.

Original languageEnglish
Pages (from-to)33-46
Number of pages14
JournalInternational Journal of Special Education
Volume27
Issue number2
Publication statusPublished - 2012
Externally publishedYes

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