Cognitive style, locus of control, and school achievement in learning disabled females

Compared interrelationships of cognitive style, locus of control, achievement, and perceptual measures with intelligence in learning disable females (N = 47). Cognitive style affected certain Ss albeit only in minor ways when the effects of intelligence were partially out. Locus of control had substantial overlap with intelligence, but not with achievement. Principal component analysis and analysis of covariance on performance levels suggests that cognitive and locus of control do not make an appreciable addition to the prediction by IQ scores alone of achievement in second-and third-grade learning disabled females.