Hope as a Mediator of Loneliness and Academic Self-efficacy Among Students With and Without Learning Disabilities during the Transition to College

2016 ◽  
Vol 31 (2) ◽  
pp. 63-74 ◽  
Author(s):  
David B. Feldman ◽  
Oranit B. Davidson ◽  
Shiri Ben-Naim ◽  
Etai Maza ◽  
Malka Margalit
Keyword(s):  
Learning Disabilities ◽  
Self Efficacy ◽  
Transition To College ◽  
Academic Self Efficacy

Self-Concept, Attributional Style and Self-Efficacy Beliefs of Students with Learning Disabilities with and without Attention Deficit Hyperactivity Disorder

2002 ◽  
Vol 25 (2) ◽  
pp. 141-151 ◽  
Author(s):  
Waheeda Tabassam ◽  
Jessica Grainger
Keyword(s):  
Learning Disabilities ◽  
Attributional Style ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Self Concept ◽  
Students With Learning Disabilities ◽  
Hyperactivity Disorder ◽  
Students With Ld ◽  
Academic Self Efficacy ◽  
Typically Achieving

A considerable comorbidity, ranging from 40% to 80%, has been reported in the literature between learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). This study examined how students with LD and students with comorbid ADHD (LD/ADHD) differ from typically achieving peers in self-concept, self-efficacy beliefs and attributional style. The study also explored the relationship between academic self-concept, academic self-efficacy beliefs and academic-attributional style. Both students with LD and students with LD/ADHD reported significantly lower scores on academic self-concept, academic attributional style and academic self-efficacy beliefs than typically achieving peers. No significant differences were found between students with LD and with LD/ADHD on these variables. However, the LD/ADHD group reported significantly lower scores on peer-relation self-concept than the other two groups. Results revealed that the academic self-perceptions of students with learning disabilities were not significantly influenced by their comorbidity with ADHD. The correlational analysis demonstrated a close relationship between self-concept, self-efficacy beliefs and attributional style. The need for further research and implications for self-concept enhancement of students with LD and with LD/ADHD are discussed.

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy

2021 ◽  
pp. 003329412098811
Author(s):  
Zehava Niazov ◽  
Meirav Hen ◽  
Joseph R. Ferrari
Keyword(s):  
Higher Education ◽  
College Students ◽  
Learning Disabilities ◽  
Self Efficacy ◽  
Academic Stress ◽  
Students With Learning Disabilities ◽  
Steady Growth ◽  
Students With Ld ◽  
The Impact ◽  
Academic Self Efficacy

The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.

scholarly journals Difficulty in Writing Perceived by University Students: A Comparison of Inaccurate Writers with and without Diagnostic Certification

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 88
Author(s):  
Chiara Malagoli ◽  
Mirella Zanobini ◽  
Carlo Chiorri ◽  
Lucia Bigozzi
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Self Efficacy ◽  
Articulatory Suppression ◽  
Standard Condition ◽  
Total Sample ◽  
Efficacy Beliefs ◽  
The Self ◽  
Learning Domains ◽  
Academic Self Efficacy

Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify which tasks were the most challenging for individuals with LDs, and (2) to investigate whether inaccurate writers with and without a diagnosis differ in terms of self-perceived difficulties. Two groups were selected from a total sample of 639 students attending seven Italian universities: The first group included 48 participants (24 females) with scores on writing tasks below the 5th percentile, and the second included 51 participants (24 females) who were diagnosed with an LD. The results showed that the two groups significantly differed in the articulatory suppression condition tasks, but not in the standard condition tasks. When groups were matched for performance on writing tasks, students who were diagnosed with an LD reported significantly more perceived difficulties than students without an LD. The implications of these results in terms of the self-efficacy beliefs of students with an LD are discussed.

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