Academic self-efficacy, sense of coherence, hope and tiredness among college students with learning disabilities

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.

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

Learning Disability Quarterly ◽

10.2307/1511280 ◽

2002 ◽

Vol 25 (2) ◽

pp. 141-151 ◽

Cited By ~ 93

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.

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