ANGER, PERCEIVED CONTROL AND SCHOOL BEHAVIOR AMONG STUDENTS WITH LEARNING PROBLEMS

Journal of Child Psychology and Psychiatry and Allied Disciplines - Tập 29 Số 4 - Trang 517-522 - 1988
Douglas C. Smith1, Howard Adelman1, Perry Nelson1, Linda Taylor1
1University of California-Los Angeles U.S.A.

Tóm tắt

Abstract With regard to students with learning problems, findings indicate that the more severe the learning problem, the greater the tendency toward anger in response to conflicts at school. The relationship between learning problem severity and perceptions of control at school was not significant, but anger was negatively correlated to perceived control. None of the variables were significantly related to misbehavior. A stepwise regression analysis indicated perceived control as the most potent single variable accounting for the variance in anger scores. Overall, findings highlight implications for work focused on reactions to learning problems and factors associated with their cause and correction.

Từ khóa


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Thông tin xuất bản

Journal of Child Psychology and Psychiatry and Allied Disciplines

Tập 29 Số 4

517-522

Thông tin tác giả