Previous research has demonstrated the relevance of various student aptitudes to instructional outcomes for hearing students. The purposes of the present work were: (a) to refine measures of locus of control, people orientation, and study habits and attitudes developed and/or adapted especially for hearing-impaired students and (b) to compare hearing-impaired students with normally hearing students on these measures. Results demonstrate reliable assessments of these aptitudes and reveal pedagogically important differences between normally hearing and hearing-impaired postsecondary students. These differences were consistent with expectations and theory and are discussed in terms of practical implications.


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