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

By Waheeda Tabassam, J. Grainger. 2002

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The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006, background): “Whereas Tabassam and Grainger (2002) found students with LD to have lower reading self-efficacy than typically achieving students, Pintrich, Anderman, and Klobucar (1994) noted that the reading self-efficacy of students with LD was comparable to that of typically achieving students despite…”