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Personality and Social Psychology Bulletin, Vol. 11, No. 1, 23-31 (1985)
DOI: 10.1177/0146167285111002
© 1985 Society for Personality and Social Psychology, Inc.

Evaluating the Physically Disabled

An Attributional Analysis

Dan Russell

The University of Iowa

Julia C. Lenel

The University of Iowa

Cathy Spicer

The University of Iowa

Jean Miller

The University of Iowa

Jane Albrecht

The University of Iowa

Jayne Rose

The University of Iowa

A study is reported that examined how the achievement performances of disabled and nondisabled students are evaluated by others, and the possible role of attribution processes in mediating these performance evaluations. Female college students observed a young male confederate being administered a mathematics test. Whether or not the student appeared to be disabled and the level of performance on the mathematics test were varied in a 2 x 2 design. In contrast to expectations, the results indicated that the disabled student was evaluated more negatively for the same level of performance. Consistent with Weiner's attribution model, perceptions of control were found to be predictive of performance evaluations. However, a regression analysis indicated that attribution processes did not account for the differential evaluations received by the disabled and the nondisabled student.


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[Abstract]