The difference between academic self-concept and attribution styles in students with dyslexia and normal students

Subject Areas : Journal of Educational Psychology

Fatemeh Akhavaizadegan ¹ ( Department of Psychology, Islamic Azad University Ghazvin Branch, Ghazvin, Iran )
Sahar Shahri ² ( M.A of Clinical Psychology, Islamic Azad University Tonekabon Branch, Tonekabon, Iran )

Received: 2012-03-05 Accepted : 2012-06-24 Published : 2012-08-22

Keywords: Concept, documentary style, reading and writing disorder,

Abstract :

The difference between academic self-concept and attribution styles in students with dyslexia and normal students This study examines the difference between self-concept and attribution styles in students with dyslexia and students are common. The study was causal-comparative. The study population consisted of all elementary school students with dyslexia and ordinary people in Tehran. The sample included 60 students (30 students with learning disorders and 30 normal students) who were selected by simple random sampling. Participants were asked Attribution Style Questionnaire (ASQ) and complete the Beck self-concept scale. Multivariate analysis showed that students with dyslexia, the documents internally and externally, private and academic self-concept global documents with normal students were significantly different (001/0 <P), the results showed that students with dyslexia compared to normal students in components of internal-external documents, temporary / permanent and specific Asnadkly- lower scores. In this way the students more pessimistic attribution style than normal students.