Behavioral Indicators of Temperament and Personality in the Inactive Learner-Reference-Cited by-同舟云学术

Behavioral Indicators of Temperament and Personality in the Inactive Learner

Published:1987-05 Issue:5 Volume:20 Page:301-305
ISSN:0022-2194
Container-title:Journal of Learning Disabilities
language:en
Short-container-title:J Learn Disabil

Author:

Bender William N.¹

Affiliation:

1. William N. Bender received his PhD from the University of North Carolina at Chapel Hill. He is currently an assistant professor at Rutgers University. His research imerests include behavior of students with learning disabilities in mainstream clasrroms, emotional, personal, and social aspects of learning disability, and strategies for mainstreaming students with learning disabilities in elementary/secondary classes. Address: William N. Bender, Graduate School of Education, Rutgers University, 10 Seminary...

Abstract

Temperament, self-concept, and locus of control were compared for 38 children with learning disabilities and a comparsion group of matched peers in order to validate the “inactive learner“ characterization of disabled students. A multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibility—two temperament factors and two self-concept subscales. Results were interpreted as partially supporting the characterization of disabled students as uninvolved and inactive in the learning situation. Recommendations for additional research are included.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

Link

http://journals.sagepub.com/doi/pdf/10.1177/002221948702000510

Reference33 articles.

1. Generalized Effects of a Highly Structured Time-on-Task Intervention

2. Interaction of Locus-of-Control Orientation and the Performance of Learning Disabled Adolescents

3. Differences between Learning Disabled and Non-Learning Disabled Children in Temperament and Behavior

4. Differential Diagnoses Based on the Task-Related Behavior of Learning Disabled and Low-Achieving Adolescents

5. Teachability and Behavior of Learning Disabled Children

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