TY - JOUR
T1 - Achievement attributions are associated with specific rather than general learning delays
AU - Tsujimoto, Kimberley C.
AU - Frijters, Jan C.
AU - Boada, Richard
AU - Gottwald, Stephanie
AU - Hill, Dina
AU - Jacobson, Lisa A.
AU - Lovett, Maureen W.
AU - Mark Mahone, E.
AU - Willcutt, Erik G.
AU - Wolf, Maryanne
AU - Bosson-Heenan, Joan
AU - Gruen, Jeffrey R.
N1 - Funding Information:
This study and the larger Genes, Reading and Dyslexia (GRaD) study would not have been possible without the financial support of the Manton Family Foundation . Furthermore, Additional support for JRG was provided by P50 HD 027802-22 and 2R01-NS43530-08.
Publisher Copyright:
© 2018
PY - 2018/5
Y1 - 2018/5
N2 - The causal attributions that children make for success and failure have been associated with later reading motivation and ability perceptions, which have the potential to impact future task engagement. Few studies have investigated whether such attributions are domain specific, that is linked with the specific skill in question, or a general motivational set. Even fewer studies have examined these relationships among diverse racial and ethnic subgroups. The present study examined differences in success and failure attributions among children with and without reading delay (RD) and general language impairments (LI), in a predominately Hispanic and African American sample. Participants were 1311 children, 8 to 15 years old. Significant differences in ability attributions were observed between participants with and without RD and LI, with no additive effect for cases with co-occurring reading and language impairments. When reading and vocabulary were evaluated continuously, significant and substantial positive relationships were observed between skill and ability attributions in situations of success, and negative associations observed in situations of failure. Weaker relationships were observed for vocabulary, though vocabulary did function as a moderator in the relationship between reading skill and ability attributions, with stronger associations at higher vocabulary levels. Overall, the findings suggest that ability attributions for reading success and failure are linked with reading skill and/or deficits, and not with general language impairments.
AB - The causal attributions that children make for success and failure have been associated with later reading motivation and ability perceptions, which have the potential to impact future task engagement. Few studies have investigated whether such attributions are domain specific, that is linked with the specific skill in question, or a general motivational set. Even fewer studies have examined these relationships among diverse racial and ethnic subgroups. The present study examined differences in success and failure attributions among children with and without reading delay (RD) and general language impairments (LI), in a predominately Hispanic and African American sample. Participants were 1311 children, 8 to 15 years old. Significant differences in ability attributions were observed between participants with and without RD and LI, with no additive effect for cases with co-occurring reading and language impairments. When reading and vocabulary were evaluated continuously, significant and substantial positive relationships were observed between skill and ability attributions in situations of success, and negative associations observed in situations of failure. Weaker relationships were observed for vocabulary, though vocabulary did function as a moderator in the relationship between reading skill and ability attributions, with stronger associations at higher vocabulary levels. Overall, the findings suggest that ability attributions for reading success and failure are linked with reading skill and/or deficits, and not with general language impairments.
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U2 - 10.1016/j.lindif.2018.04.002
DO - 10.1016/j.lindif.2018.04.002
M3 - Article
AN - SCOPUS:85045703236
SN - 1041-6080
VL - 64
SP - 8
EP - 21
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -