Parental influence on achievement-striving and type A behavior in learning disabled and non-learning disabled children



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Texas Tech University


This study attempted to distinguish between the learning disabled child (LD) and the non-learning disabled child (NLD) based on parents' and teachers' rating on the Matthews Youth Test for Health (MYTH). There were 150 LD students and 150 NLD students, who were also identified by social class level and ethnic status. Of particular interest was the Competitive Achievement-Striving Factor of the MYTH. The parents' and teachers' ratings of the children's behavior as measured by the MYTH was compared to the children's intellectual ability (IQ) and achievement scores based on the Test of Nonverbal Intelligence (TONI) and the reading, math, and written language subtests of the Woodcock-Johnson Psychoeducational Battery. Parent's Type A behavior was also compared to the children's IQ and achievement scores to determine if parent's expectations of high achievement goals influence the childrens' actual performance abilities. The results indicated that parents' ratings on the MYTH did differentiate between groups and that the parent's Type A scores were significantly related to the children's IQ and achievement scores. In addition, the variables of social class level and ethnic status distinguished the children and parents. An additional finding was that parent's ratings and teacher's ratings showed a significant relationship on all MYTH variables There were no gender differences on the children's MYTH ratings.



Type A behavior, Personality and academic achievement, Learning disabled children, Education