This study was carried out with a group of pupils presenting with Borderline Intellectual Functioning. The overall objectives were as follows: to identify any of the factors to which pupils might ascribe their successful or unsuccessful academic performances; the extent to which pupils perceive their abilities as being modifiable; and which are the achievement goals that pupils can figure out for themselves. Based on pupils' responses to the questionnaire administered, an external locus of control seems to be accountable for their successful or unsuccessful performances, intelligence is perceived as being less modifiable than that of children with typical development, and achievement goals are oriented to obtaining positive judgments. These results might provide important intervention cues for those who deal with planning and performing educational, academic and rehabilitation activities.

Stile attributivo, rappresentazione dell'intelligenza e obiettivi di apprendimento in ragazzi con Funzionamento Intellettivo Borderline

Buono, Serafino
2017

Abstract

This study was carried out with a group of pupils presenting with Borderline Intellectual Functioning. The overall objectives were as follows: to identify any of the factors to which pupils might ascribe their successful or unsuccessful academic performances; the extent to which pupils perceive their abilities as being modifiable; and which are the achievement goals that pupils can figure out for themselves. Based on pupils' responses to the questionnaire administered, an external locus of control seems to be accountable for their successful or unsuccessful performances, intelligence is perceived as being less modifiable than that of children with typical development, and achievement goals are oriented to obtaining positive judgments. These results might provide important intervention cues for those who deal with planning and performing educational, academic and rehabilitation activities.
Achievement goal orientation; Attribution; Borderline intellectual functioning; Implicit theories of intelligence; Learning; Developmental and Educational Psychology; Clinical Psychology
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.11769/358782
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