昆士兰代写ESSAY:库勒和埃尔斯

2017-09-05 16:44

库勒和埃尔斯（1988）研究差异在LD和正常学生之间的自我概念，通过LD和那些由正常学生在解释成功和失败的学生属性之间的差异，以及自我概念与学生所使用的属性之间的关系。本研究使用的工具包括Piers-Harris儿童自我概念量表和智力成就责任问卷（IAR）。库勒和埃尔斯（1988）对数据的分析表明，儿童自我概念得分较低比nonhandicapped同行。库勒和埃尔斯（1988）指出，没有用LD和那些由正常学生在解释成功和失败的学生属性差异显著。关于自我概念和归因的关系，库勒和埃尔斯（1988）的数据分析表明，失败的外在归因和失败的能力归因与自我概念得分有关。下面我将主要回顾一下来自西班牙背景的学生。
昆士兰代写ESSAY:库勒和埃尔斯
Cooley and Ayers (1988) investigated differences in self-concept between a student with LD and nonhandicapped students, differences between attributes made by students with LD and those made by nonhandicapped students when explaining success and failure, and the relationship between self-concept and the attributions used by the students. Instruments used for this study included The Piers-Harris Children's Self-Concept Scale and the Intellectual Achievement Responsibility Questionnaire (IAR). Cooley and Ayers (1988) analysis of the data indicated that the children with LD reported significantly lower self-concept scores than their nonhandicapped peers. Cooley and Ayers (1988) indicated that there was not a significant difference between attributes made by students with LD and those made by nonhandicapped students when explaining success and failure. In regards to the relationship between self-concept and attributions, analysis of Cooley and Ayers' (1988) data suggested that external attributions for success and ability attributions for failure are related to the self-concept scores. Below I will review students from primarily Hispanic backgrounds with LD.

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