Date of Award

Spring 1994

Document Type

Dissertation - Restricted

Degree Name

Doctor of Philosophy (PhD)



First Advisor

Zaffran, Ronald

Second Advisor

Nordberg, Robert

Third Advisor

Heiden, Judith


An increasing number of students in Wisconsin are experiencing problems which interfere in a significant way with their learning, attendance, preparation for employment, or progress toward graduation. These students are often behind their classmates academically, experience truancy, behave in a disruptive manner, are suspended or expelled, and eventually drop out of school. If these students are not helped they may face a lifetime of failure. These are our students at-risk. Past experience has shown there are common indicators which should alert student service personnel in identifying children at-risk. These include, but are not limited to: truancy and absences, poor or declining grades, disruptive behavior in the classroom, apathy, physical signs of abuse, pregnancy, alcohol or other drug abuse, and behaviors associated with depression (Johnson, 1990). This study will examine at risk tendencies as evidenced in academic achievement levels. The attributional styles of students will be compared to their actual academic achievement.



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