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ANGER, PERCEIVED CONTROL AND SCHOOL BEHAVIOR AMONG STUDENTS WITH LEARNING PROBLEMS
Author(s) -
Smith Douglas C.,
Adelman Howard S.,
Nelson Perry,
Taylor Linda
Publication year - 1988
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1988.tb00742.x
Subject(s) - anger , psychology , perception , stepwise regression , variance (accounting) , developmental psychology , control (management) , regression analysis , self control , social psychology , clinical psychology , statistics , mathematics , accounting , management , neuroscience , economics , business
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.