The Impact of Inclusive Education on Academic Motivation, Academic Self-Efficacy, and Well-Being of Students With Learning Disability

2021 ◽  
pp. 002205742110319
Author(s):  
Neel Harit Kausik ◽  
Dilwar Hussain
Keyword(s):  
Learning Disability ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Well Being ◽  
Special Schools ◽  
Inclusive Schools ◽  
Students With Ld ◽  
The Impact ◽  
Academic Self Efficacy

This study explored the impact of inclusive education on academic motivation, academic self-efficacy, and well-being of students with learning disability (LD). Three groups of students (students with LD studying in special schools, students with LD studying in inclusive schools, and students without LD studying in inclusive schools) were compared on these variables. Results revealed that students without LD scored higher on both academic motivation and academic self-efficacy. They also scored higher on well-being than students with LD going to inclusive schools. Implications of the results in the context of students with LD are discussed.

303 Sleep Midpoint and Efficiency Moderate the Link Between Stress and Academic Cognitions in Latinx College Students

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A121-A121
Author(s):  
Jeri Sasser ◽  
Emma Lecarie ◽  
Michaela Gusman ◽  
HyeJung Park ◽  
Leah Doane
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Minority Group ◽  
Well Being ◽  
Sleep Efficiency ◽  
First Year ◽  
T1 And T2 ◽  
College Stress ◽  
The Impact

Abstract Introduction Latinx students are the largest ethnic/racial minority group in higher education, but are also the group least likely to graduate from a four-year institution. Research suggests that heightened stress perceptions may impede college students’ ability to perform well academically. Poorer sleep may compound the impact of stress on academic functioning. The present study examined the multiplicative effect of college-stress and actigraphy-measured sleep on academic cognitions within-and-across semesters. Methods 209 Latinx college students (Mage=18.95; 64.4% female, 85.1% Mexican descent) were assessed in the spring of the first year of college (T1) and fall of the second year (T2). At T1, participants wore an actigraph watch for 7 nights to measure total sleep time, sleep efficiency, and sleep midpoint. College-stress was assessed at T1 using the College Stress Scale. At T1 and T2, participants completed the Behavioral-Emotional-Cognitive School Engagement Scale, the Academic Self-Efficacy Scale, and a scale assessing academic motivation. Confirmatory factor analysis (CFA) was conducted to assess the model fit of a two-factor model representing academic cognitions (engagement, self-efficacy, motivation) at T1 and T2. Latent variable path analysis models testing for moderation were conducted using Mplus. Results The CFA indicated excellent fit (χ2(5)= 2.91, p=.71, RMSEA=.00, CFI=1.00, TLI=1.01, SRMR=.02). College-stress was concurrently (β=-.19, p=.02), but not longitudinally, associated with academic cognitions. Sleep midpoint predicted academic cognitions at T1 (β=-.24, p<.01) and T2 (β=-.18, p=.03). Sleep efficiency (β=.18, p=.01) and sleep midpoint (β=-.17, p=.02) moderated associations between college-stress and T2 academic cognitions. Higher college-stress was longitudinally linked with lower academic cognitions for students with lower sleep efficiency (b=-.12, p=.01) and later sleep midpoints (b=-.14, p=.01). Conclusion Greater college-stress is concurrently linked with lower academic cognitions, whereas later sleep timing has both immediate and enduring consequences on students’ academic mindsets. The impact of college-stress on academic cognitions may depend on the quality and timing of sleep at the time of these stress perceptions. Programs that address stress reduction and sleep health may be promising interventions for improving academic well-being among first-year Latinx college students. Support (if any) This work was supported by a William T. Grant Foundation Scholars Award (184370) to L.D. Doane.

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 Impact of lockdown and school closure on children in special schools: a single-centre survey

2021 ◽  
Vol 5 (1) ◽  
pp. e000981
Author(s):  
Tapomay Banerjee ◽  
Amjad Khan ◽  
Piriyanga Kesavan
Keyword(s):  
Young People ◽  
Significant Role ◽  
Well Being ◽  
School Closure ◽  
Special Educational Needs ◽  
Single Centre ◽  
Special Schools ◽  
Daily Lives ◽  
Children And Young People ◽  
The Impact

Special schools play a significant role in the daily lives of children and young people with special educational needs and disabilities. We explored the impact of the COVID-19-related first lockdown and resulting school closure by surveying parents whose children attended three special schools in Bedford, UK. We asked about anxiety and impact on emotional well-being and education. We received 53 responses from parents: 31 felt their child was more anxious during the lockdown period/school closure compared with beforehand and 42 felt their child’s emotional well-being had been affected. Children and young people attending special schools may have struggled both academically and emotionally during the COVID-19 pandemic.

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

scholarly journals The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Tania Nurmalita ◽  
Nono Hery Yoenanto ◽  
Duta Nurdibyanandaru
Keyword(s):  
High School ◽  
Student Engagement ◽  
Peer Support ◽  
Self Efficacy ◽  
Well Being ◽  
Senior High School ◽  
School Level ◽  
Subjective Well Being ◽  
High School Level ◽  
The Impact

An initial survey showed that school students at the Sekolah Menengah Atas Negeri (SMAN; State Senior High School) level in the Sidoarjo Regency of East Java Province, Indonesia, suffered low levels of student engagement (SE).  This research examined the impact of subjective well-being, peer support, and self-efficacy on the student engagement of the students in the Class 10 of four SMAN in the Sidoarjo Regency. 328 students were involved in this research, filling in a survey related to the four variables of the study.  The results of regression testing indicated that subjective well-being, peer support, and self-efficacy had significant influence on increases in student engagement (SE). The implication of this research was that the efforts by the school, parents, and other parties was related to attention being given, outside of improvement in the quality of the academic atmosphere. Psychological well-being, peer support, as well as increases in self-efficacy, may assist students to become actively involved in the learning process.   Survey awal menunjukkan siswa di tingkat Sekolah Menengah Atas (SMA) Kabupaten Sidoarjo memiliki student engagement (SE) yang rendah. Penelitian ini mengkaji dampak dari subjective well-being, peer support, dan efikasi diri terhadap student engagement (SE) pada siswa kelas X yang berasal dari empat Sekolah Menengah Atas Negeri (SMAN) di Kabupaten Sidoarjo. 328 siswa terlibat dalam penelitian ini dengan mengisi survei terkait empat variabel studi. Hasil uji regresi menunjukkan bahwa subjective well-being, peer support, dan efikasi diri memberikan pengaruh signifikan terhadap peningkatan student engagement (SE). Implikasi penelitian ini adalah adanya upaya sekolah, orangtua, dan pihak lain terkait untuk memberikan perhatian di luar peningkatan kualitas atmosfir akademik. Kesejahteraan psikologik, dukungan sosial teman sebaya, maupun peningkatan efikasi diri dapat membantu siswa lebih terlibat aktif dalam proses pembelajaran.

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