title: Anger, perceived control and school behavior among students with learning problems.
abstract: 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.
authors.affiliation: University of California, Los Angeles.
authors.forename: D C
authors.initials: DC
authors.lastname: Smith
authors.forename: H S
authors.initials: HS
authors.lastname: Adelman
authors.forename: P
authors.initials: P
authors.lastname: Nelson
authors.forename: L
authors.initials: L
authors.lastname: Taylor
mesh_terms: D000293:Adolescent; D000786:Anger; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology*; D004410:Dyslexia / Q000523:psychology; D005260:Female; D006801:Humans; D007389:Internal-External Control; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D011581:Psychological Tests