Results showed that both groups tended to attribute their present situation more to external factors or self characteristics (beyond their control) than to self decisions. However, the non-institutional adults tended to have more internal control of academic events in which they were successful. In line with their perceptions of control, most of the suggestions the adults gave for changing the school system were of an external nature. However, a significant group exhibited a "learned helplessness syndrome" in that they felt overwhelmed by their circumstances and had no suggestions to redress a situation. The results suggest implications for helping individuals become responsible for their actions and consequences of their actions in literacy programs. 4 tables, 16 references. (Author abstract)