Classroom Behavior Pattern and Academic Self-Handicapping in Students with Specific Learning Disabilities

Background and Purpose: Classroom behavior pattern and academic self-handicapping are important variables in academic failure of students with learning disabilities. Therefore, the aim of this study was to compare classroom behavior pattern and academic self-handicapping in students with and without specific learning disabilities. Method: This study is causal- comparative. The statistical population of this study consisted of all students with learning disabilities in learning disability centers and normal students in the Ardabil city in 2015-2016. 90 students with and without learning disability (45 students in each group) were selected by convenience sampling method. To collect data, questionnaire of classroom behavior (Shaffer, 1977) and academic self-handicapping scale (Midgley et al, 2000) were used. Data was analyzed with MANOVA method. Results: The results showed that there are significant differences in classroom behavior pattern and academic self-handicapping between the two groups (p<0.01). In other words, students with learning disabilities had higher scores on academic self-handicapping variable and non-adaptive classroom behavior to the students without learning disability. Also, students with learning disability receive lower score in adaptive behavior than the students without learning disability. Conclusion: Students with specific learning disabilities in comparison peers show less adapted classroom behavior and also use self-handicapping strategies more than other students. Implication of the findings is discussed in the paper.