This study explored the learning-disabled and the normal achieving students’ causal attributions
of their performance outcomes and the teachers’ perception of these students’ level of learned
helplessness. Twelve teachers (JSS 3 subject teachers) and forty-two students formed the subjects of
this study. Analysis of variance was used in testing the five null hypotheses stated in the study. All the
five null hypotheses were rejected because there were statistically significant difference among the
groups compared. Teachers perceived their normal-achieving students as being less prone to learned
helplessness than the learning – disabled students. The learning-disabled students’ ability attribution
were less than those of the normal-achieving students. Test completion was found to arouse feelings of
happiness for both the learning-disabled and the normal-achieving students and it was also found that
the normal-achieving students were more persistent in learning tasks than the learning-disabled. Some
implications for counselling are that there is need for effective school counselling to specially attend to
the learning-disabled students and pay particular attention to their problems.
Learning , Disabled , Normal , Achieving , Students , Causal , Attributes , Performance , Outcomes , Research Subject Categories::HUMANITIES and RELIGION
Olusakin, A. M. (1997). Learning disabled and Normal achieving Students’ Causal Attributes for Their Performance Outcomes. Lagos Education Review 7 (1) 65-78.