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|a LC4713.4.M33 2013_FlemingMadalay |2 BU-Local |
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|a Perceived stigma and self-efficacy as predictors of performance in college students with learning disabilities ADHD |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a Barry University Theses -- College of Arts and Sciences – Psychology. |
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|a Thesis (M.S.)--Barry University, 2013. |
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|a Includes bibliographical references (leaves 69-76). |
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|a Copyright Madalay Fleming. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a A learning disability refers to impairments in an individual’s capacity to speak, read, write, spell, listen, think, or solve mathematical problems (“Response to Intervention,”2006). Negative connotations attributed to the learning disability label can result in socially prescribed stereotypes and feelings of stigmatization. Numerous studies have demonstrated that negative self-evaluations regarding the ability to learn can result in decreased levels of academic self-efficacy, which in turn can impact academic performance. The purpose of the present study was to investigate the role of perceived stigma and academic self-efficacy as predictors of academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with a diagnosed LD or ADHD completed a perceived stigma scale adapted by the researcher from May and Stone’s (2010) LD Stereotype Questionnaire followed by Zimmerman and Kitsantas’ (2007) Self-efficacy For Learning Abridged Form (SELF-A ). Results indicated that there was no relationship between perceived stigma and academic performance. However, self-efficacy was positively correlated with academic performance. Results also indicated that Caucasian, non-Hispanic students reported the highest levels of academic self-efficacy whereas Hispanic students reported the lowest levels. Furthermore, students with LD alone reported the highest cumulative GPAs, while those with LD and comorbid ADHD reported the lowest. Implications of this study point to the importance of understanding the role of self-efficacy on the academic performance of students with learning disabilities and ADHD. This information can benefit researchers, educators, and counselors as they strive to understand possible limitations of students with LD/ADHD and devise strategies to support them both academically and psychologically. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Attention-deficit-disordered youth |x Education (Higher) |x United States. |
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|a Learning disabled |x Education (Higher) |x United States. |
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|a Learning disabilities. |
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|a College students |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001404/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/14/04/00001/LC4713_4_M33 2013_FlemingMadalaythm.jpg |
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|a Theses and Dissertations |
