A categorical analysis of the social attributions of learning-disabled children.

The social attributions of learning-disabled and control children with either similar or higher social acceptance ratings were assessed within an open-ended interview format. In addition, measures of social self-esteem and expectation of social success were obtained. The learning-disabled group used luck more frequently and personality interaction less frequently as explanations for social outcomes than did the other two groups. Learning-disabled children also had the lowest expectation of social success and, like the low acceptance group, had a poorer social self-image. Possible explanations for the development of these attributions and the implications for holding them were discussed.