Descriptions and discussions of students with learning disabilities (LD) commonly state that these students have an external locus of control. A methodological analysis of 22 comparative and descriptive studies of locus of control among students with LD conducted between 1982 and 1999 is presented in this article. Serious concerns and deficiencies regarding participant selection and description present in numerous studies are discussed. Serious concerns are also noted regarding the use and nature of the locus-of-control measures as well as the relationships between the data and conclusions drawn by some authors. On the basis of the available data using locus-of-control measures, it appears inaccurate to state that students with LD have an external locus of control. Recommendations for future research are noted; the complex nature of factors affecting motivation and self-evaluations among students with LD has only begun to be explored.
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