This study addressed the attributional predispositions and specific attributions for success and failure of seriously emotionally disturbed adolescent males and nondisturbed, regular education adolescent males (hereafter referred to as disturbed students and nondisturbed students, respectively). Specifically the purpose was to determine an attributional predisposition of disturbed students and nondisturbed students. Furthermore, this study sought to ascertain whether disturbed students and nondisturbed students indicated different attributions for success and failure at achievement tasks. The study then examined the congruence between students' attributional predispositions and their actual attributions.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc331135 |
| Date | 08 1900 |
| Creators | Turnage, Thomas A. (Thomas Albert) |
| Contributors | Bullock, Lyndal M., Kemerer, Frank R., Hutton, Jerry B., Brookshire, William K. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 110 leaves, Text |
| Rights | Public, Turnage, Thomas A. (Thomas Albert), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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