Abstract
This paper aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with learning disabilities (LD) in China. The study examined the attributional beliefs of 103 elementary and secondary school teachers towards students with LD, in comparison to students without LD. The findings show that Chinese teachers differed little in their attributional beliefs between students with and without LD, and generally follow a positive attribution cycle for students with and without LD. Implications from the findings, and future research recommendations are also presented.
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