This study compared 28 preadolescents, either with or without learning disabilities (LD). Students with LD had less effective monitoring skills, lower attributions to effort, and a wider range of depressive symptoms. Results are discussed in relation to Borkowski's model that relates behavioral patterns of children facing school tasks with strategic knowledge, self-monitoring, motivation, attributions, self-esteem, and affective responses. (Contains references.) (Author/DB)