Abstract
Fifty-six secondary school students with and without social emotional and behavioural difficulties (SEBDs) completed self-report measures of their strengths and difficulties, self-concept and social identity, cognitive attributional style and participated in computer-based tests of risk-taking and impulsivity. Contrary to common understanding, the students with SEBDs made realistic estimations of their difficulties and were as able to make attributions as their peers without SEBDs; though they tended to attribute negative events internally significantly more often than did students without SEBDs. No differences were found between the two groups in terms of risk-taking as measured on a computer-based test. Implications of these findings for identification of and working with students with SEBDs are considered.
Original language | English |
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Pages (from-to) | 281-298 |
Number of pages | 18 |
Journal | Emotional and Behavioural Difficulties |
Volume | 11 |
Issue number | 4 |
DOIs | |
Publication status | Published - 1 Dec 2006 |
Keywords
- Attributional style
- Behaviour
- SEBDs
- Self-perception
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology
- Psychiatry and Mental health