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Attributional style of adolescents with school reported social, emotional and behavioural difficulties

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Attributional style of adolescents with school reported social, emotional and behavioural difficulties. / Maras, P.F.; Moon, A.; Gridley, N.

In: Emotional and Behavioural Difficulties, Vol. 19, No. 4, 10.09.2014, p. 426-439.

Research output: Contribution to journalArticlepeer-review

Harvard

Maras, PF, Moon, A & Gridley, N 2014, 'Attributional style of adolescents with school reported social, emotional and behavioural difficulties', Emotional and Behavioural Difficulties, vol. 19, no. 4, pp. 426-439. https://doi.org/10.1080/13632752.2014.913760

APA

Maras, P. F., Moon, A., & Gridley, N. (2014). Attributional style of adolescents with school reported social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 19(4), 426-439. https://doi.org/10.1080/13632752.2014.913760

Vancouver

Maras PF, Moon A, Gridley N. Attributional style of adolescents with school reported social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties. 2014 Sep 10;19(4):426-439. https://doi.org/10.1080/13632752.2014.913760

Author

Maras, P.F. ; Moon, A. ; Gridley, N. / Attributional style of adolescents with school reported social, emotional and behavioural difficulties. In: Emotional and Behavioural Difficulties. 2014 ; Vol. 19, No. 4. pp. 426-439.

Bibtex - Download

@article{bf99e9736a444ba592c1b1505cc84b0c,
title = "Attributional style of adolescents with school reported social, emotional and behavioural difficulties",
abstract = "The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children{\textquoteright}s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people{\textquoteright}s behaviour and cater for the heterogeneous nature of SEBDs.",
keywords = "Attribution style, SEBDs, Behaviour, Adolescence, School",
author = "P.F. Maras and A. Moon and N. Gridley",
year = "2014",
month = sep,
day = "10",
doi = "10.1080/13632752.2014.913760",
language = "English",
volume = "19",
pages = "426--439",
journal = "Emotional and Behavioural Difficulties",
number = "4",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Attributional style of adolescents with school reported social, emotional and behavioural difficulties

AU - Maras, P.F.

AU - Moon, A.

AU - Gridley, N.

PY - 2014/9/10

Y1 - 2014/9/10

N2 - The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs.

AB - The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs.

KW - Attribution style

KW - SEBDs

KW - Behaviour

KW - Adolescence

KW - School

U2 - 10.1080/13632752.2014.913760

DO - 10.1080/13632752.2014.913760

M3 - Article

VL - 19

SP - 426

EP - 439

JO - Emotional and Behavioural Difficulties

JF - Emotional and Behavioural Difficulties

IS - 4

ER -