ERIC Number: EJ1173933
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
Self-Efficacy in Undergraduate Students with Dyslexia: A Mixed Methods Investigation
Stagg, Steven D.; Eaton, Elizabeth; Sjoblom, Amanda M.
British Journal of Special Education, v45 n1 p26-42 Mar 2018
It may be thought that gaining a place at university confers self-belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self-efficacy beliefs in university students with and without dyslexia. An Academic Self-Efficacy Scale and a Sources of Academic Self-Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non-dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self-efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self-efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self-efficacy profiles, despite the level of success they have achieved in gaining a place at university.
Descriptors: Dyslexia, Self Efficacy, Student Surveys, Comparative Analysis, Interviews, Student Attitudes, Undergraduate Students, Role Models, Teacher Influence, Academic Achievement, Student Motivation, Mixed Methods Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
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