‘They are out of control’: self‐perceptions, risk‐taking and attributional style of adolescents with SEBDs

Abstract

Fifty‐six secondary school students with and without social emotional and behavioural difficulties (SEBDs) completed self‐report measures of their strengths and difficulties, self‐concept and social identity, cognitive attributional style and participated in computer‐based tests of risk‐taking and impulsivity. Contrary to common understanding, the students with SEBDs made realistic estimations of their difficulties and were as able to make attributions as their peers without SEBDs; though they tended to attribute negative events internally significantly more often than did students without SEBDs. No differences were found between the two groups in terms of risk‐taking as measured on a computer‐based test. Implications of these findings for identification of and working with students with SEBDs are considered.

Keywords:

• Self‐perception
• Attributional style
• SEBDs
• Behaviour

Notes

1. Secondary schools in the UK are for students aged 11 to 16 years. Some also have post‐statutory education for students aged 16 to 18. This time frame is described as the sixth form and students take A level examinations needed to enter higher education.

2. This measure has subsequently been revised and has 29 items relating to: social identification with peers, school and family; academic motivation in respect of the importance of school work, the level of competence and amount of effort the student intends to put into school work; general self‐worth.

3. Effect sizes are provided for significant findings. These should be interpreted in line with Clarke‐Carter's (2001) interpretations (eta² 0.01 = small; eta² 0.059 = medium; eta² 0.138 = large