Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

Abstract

Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.

Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities

“…LD is generally lifelong (Harrison & Holmes, 2012), and students have typically received academic accommodations before entering college (DaDeppo, 2009). Thus, many students with LD have been accustomed to dealing with individuals who provide disability related academic accommodations.…”

“…Ways to improve conditions for students with LD are readily available (e.g., DaDeppo, 2009;Wagner et al, 2005). Service providers are struggling to provide support services and accommodations to the increasing number of students with mental health related disabilities in higher education (Smith et al, 2007).…”

Identification des croyances associées à la persévérance des étudiants en première année à l’université

“…D'autres auteurs (Neuville, Frenay, Schmitz, Boudrenghien, Noël et Wertz, 2007 ;Schmitz et Frenay, 2013) ont également proposé d'évaluer l'engagement comportemental envers les études au moyen d'une mesure de l'effort fourni par l'étudiant en cours d'année (par exemple : la participation aux cours, aux travaux pratiques et aux séances d'exercices, le nombre d'heures passées à étudier pendant la semaine et pendant les fins de semaine...). Enfin, il faut noter que certains chercheurs ont approché la persévérance avec une mesure de l'intention de persévérer (DaDeppo, 2009 ;Schmitz et Frenay, 2013) qui représente une mesure plus motivationnelle que les autres. L'intention traduit en effet le degré de motivation à mettre en oeuvre un comportement donné (Ajzen, 2005).…”

How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

“…The variables which seem to work relatively well in predicting grade point average, such as pre-entry characteristics (e.g., high school grades, scholastic aptitudes test results, parental education) and academic in-college variables (e.g., study habits, student satisfaction) (see reviews by Metz, 2006, Hudy, 2007 generally work relatively poorly in predicting persistence (Achola, 2013;DaDeppo, 2009;). …”