Self-Concept, Attributional Style and Self-Efficacy Beliefs of Students with Learning Disabilities with and without Attention Deficit Hyperactivity Disorder

Abstract

A considerable comorbidity, ranging from 40% to 80%, has been reported in the literature between learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). This study examined how students with LD and students with comorbid ADHD (LD/ADHD) differ from typically achieving peers in self-concept, self-efficacy beliefs and attributional style. The study also explored the relationship between academic self-concept, academic self-efficacy beliefs and academic-attributional style. Both students with LD and students with LD/ADHD reported significantly lower scores on academic self-concept, academic attributional style and academic self-efficacy beliefs than typically achieving peers. No significant differences were found between students with LD and with LD/ADHD on these variables. However, the LD/ADHD group reported significantly lower scores on peer-relation self-concept than the other two groups. Results revealed that the academic self-perceptions of students with learning disabilities were not significantly influenced by their comorbidity with ADHD. The correlational analysis demonstrated a close relationship between self-concept, self-efficacy beliefs and attributional style. The need for further research and implications for self-concept enhancement of students with LD and with LD/ADHD are discussed.