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ERIC Number: ED465336
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 51
Abstractor: N/A
Reference Count: N/A
The Differential Impact of Pre-College and Self-Regulatory Factors on Academic Achievement of University Students with and without Learning Disabilities.
Ruban, Lilia; McCoach, D. Betsy; Nora, Amaury
Even though research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for college students with and without learning disabilities (LD), after controlling for standardized aptitude measures (such as the Scholastic Assessment Test) and academic level in college. This study reports the development and testing of a model explaining the interrelationships among aptitude measures, self-regulatory variables, and grade point average using structural equation modeling and multiple groups analysis for students with LD (n=53) and students without LD (n=417). Data were gathered using a new instrument survey entitled "Learning Strategies and Social Skills" (Ruban and Reis, 1999). The results indicate that students with LD differed significantly from students without LD in the relationships among standardized aptitude measures, academic level, and the use of standard self-regulated learning strategies and compensation strategies, which, in turn, provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD are interpreted in terms of social cognitive theory and research conducted in the field of learning disabilities. (Contains 4 figures, 3 tables, and 79 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A