This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Bender, W. N. Search for Related Content PubMed PubMed Citation Articles by Bender, W. N. Social Bookmarking                         What's this?

Behavioral Indicators of Temperament and Personality in the Inactive Learner

William N. Bender received his PhD from the University of North Carolina at Chapel Hill. He is currently an assistant professor at Rutgers University. His research imerests include behavior of students with learning disabilities in mainstream clasrroms, emotional, personal, and social aspects of learning disability, and strategies for mainstreaming students with learning disabilities in elementary/secondary classes. Address: William N. Bender, Graduate School of Education, Rutgers University, 10 Seminary Pl., New Brunswick, NJ 08903.

Temperament, self-concept, and locus of control were compared for 38 children with learning disabilities and a comparsion group of matched peers in order to validate the "inactive learner" characterization of disabled students. A multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibility—two temperament factors and two self-concept subscales. Results were interpreted as partially supporting the characterization of disabled students as uninvolved and inactive in the learning situation. Recommendations for additional research are included.

Journal of Learning Disabilities, Vol. 20, No. 5, 301-305 (1987)
DOI: 10.1177/002221948702000510


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. W. Maag and R. Reid Depression Among Students with Learning Disabilities: Assessing the Risk J Learn Disabil, February 1, 2006; 39(1): 3 - 10. [Abstract] [PDF]

				H. B. Reiff, N. M. Hatzes, M. H. Bramel, and T. Gibbon The Relation of LD and Gender with Emotional Intelligence in College Students J Learn Disabil, January 1, 2001; 34(1): 66 - 78. [Abstract] [PDF]

				A. K. Jitendra, M. Kay Hoppes, and Yan Ping Xin Enhancing Main Idea Comprehension for Students with Learning Problems: The Role of a Summarization Strategy and Self-Monitoring Instruction Journal of Special Education, October 1, 2000; 34(3): 127 - 139. [Abstract] [PDF]

				E. E. Rock, M. A. Fessler, and R. P. Church The Concomitance of Learning Disabilities and Emotional/Behavioral Disorders: A Conceptual Model J Learn Disabil, May 1, 1997; 30(3): 245 - 263. [Abstract] [PDF]

				D. D. Huntington and W. N. Bender Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide J Learn Disabil, March 1, 1993; 26(3): 159 - 166. [Abstract] [PDF]

				J. E. Durrant Attributions for Achievement Outcomes Among Behavioral Subgroups of Children with Learning Disabilities Journal of Special Education, January 1, 1993; 27(3): 306 - 320. [Abstract] [PDF]

				K. Storey and R. H. Horner An Evaluative Review of Social Validation Research Involving Persons with Handicaps Journal of Special Education, January 1, 1991; 25(3): 352 - 401. [Abstract] [PDF]

				R. S. Parmar and C. D. Cardell Confirmatory Factor Analysis of the Temperament Assessment Battery With A Learning Disabled Sample Assessment for Effective Intervention, January 1, 1991; 16(2-3): 84 - 93. [Abstract] [PDF]

				C. D. Cardell and R. S. Parmar Teacher Perceptions of Temperament Characteristics of Children Classified as Learning Disabled J Learn Disabil, October 1, 1988; 21(8): 497 - 502. [Abstract] [PDF]