Comparison of the attribution styles and cognitive avoidance in students with special learning disorder and normal students

The aim of this study was to compare the attribution styles and cognitive avoidance in students with and without special learning disabilities. The research design of this study was causal-comparative. Statistical population of this study consisted of all students with special learning disorder and normal children in Kermanshah in 2015-2016 academic year. Form this population, 30 normal children and 30 students with special learning disorder was selected through available sampling. The data were collected by Children Attribution Style Questionnaire-Revised (1998) and Saxton and Dugas cognitive avoidance questionnaire (2008). The data was analyzed through multivariate analysis of variance, MANOVA. The results showed that there is a significant difference between attribution styles and cognitive avoidance in students with special learning disorder and normal students (P<0/001). Thus, a pessimistic explanatory style in students with specific learning disorder was more than that of normal students and cognitive avoidance in students with special learning disorder was more than that of normal students. Therefore, individual and group training of optimistic and cognitive engagement is necessary to improve the psychological state of students with special learning disabilities.