The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students With Learning Disabilities

Fleming, Madalay; Wated, Guillermo

doi:10.18666/ldmj-2016-v21-i2-7127

Cited by 6 publications

(18 citation statements)

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“…For individuals with SLDs, the SLD diagnosis can function as such a label. In particular, the use of the term "disorder" or "disability" when referring to individuals with SLDs can imply some level of STIGMA IN SPECIFIC LEARNING DISABILITIES inherent weakness (Fleming & Wated, 2016). In addition, students with SLDs may be physically separated from classmates during the school day for special education or tutoring instruction, demarcating them as different.…”

Section: Stigma and Sldsmentioning

confidence: 99%

“…The most common outcomes examined were self-esteem/self-worth (n = 7 studies), anxiety (n = 3 studies), depression (n = 2 studies), and a metric of academic performance (n = 4 studies). Of these 12 studies, seven occurred in the context of the USA (Daley & Rappolt-Schlichtmann, 2018;Fleming & Wated, 2016;Haft et al, 2019;Heyman, 1990;Hoehn, 1999; STIGMA IN SPECIFIC LEARNING DISABILITIES Maki, 2021;Thornton, 2020), three in the UK (Abraham et al, 2002;Stoeber & Rountree, 2021;Szivos, 1991), and two in China (Chan et al, 2017;Zhao et al, 2019).…”

Section: Stigma Studiesmentioning

confidence: 99%

“…Half of the studies (n = 6) did not report the racial-ethnic composition of their sample of SLD participants. White participants (243 participants out of 504) comprised a majority of the sample in four of the remaining studies (Daley & Rappolt-Schlichtmann, 2018;Fleming & Wated, 2016;Hoehn, 1999;Maki, 2021). These studies varied widely in terms of the stigma measure used -all were self-report scales except for a study that measured participants' attentional bias towards stimuli associated with stereotypes of SLDs (Haft et al, 2019).…”

Section: Stigma Studiesmentioning

confidence: 99%

“…These studies varied widely in terms of the stigma measure used -all were self-report scales except for a study that measured participants' attentional bias towards stimuli associated with stereotypes of SLDs (Haft et al, 2019). SLD diagnoses were confirmed by center manager, teacher or school report for the majority of the studies (n = 7; (Abraham et al, 2002;Daley & Rappolt-Schlichtmann, 2018;Haft et al, 2019;Heyman, 1990;Hoehn, 1999;Stoeber & Rountree, 2021;Thornton, 2020), by participant self-report for two studies (Fleming & Wated, 2016;Maki, 2021), by neuropsychological testing cutoff for one study (Zhao et al, 2019), and for one study it was STIGMA IN SPECIFIC LEARNING DISABILITIES unclear (Szivos, 1991). Three of the 12 studies were unpublished work from dissertations (Hoehn, 1999;Maki, 2021;Thornton, 2020).…”

Section: Stigma Studiesmentioning

confidence: 99%

“…The results for the association between SLD stigma and a psychological or academic outcome measure should be interpreted in the context of the overall quality of these studies, which was fair (average score eight). One study had poor quality (Szivos, 1991), seven were fair (Chan et al, 2017;Daley & Rappolt-Schlichtmann, 2018;Haft et al, 2019;Heyman, 1990;Maki, 2021;Stoeber, 2020;Zhao et al, 2019), and four were good (Abraham et al, 2002;Hoehn, 1998;Fleming & Wated, 2016;Thornton, 2020).…”

Section: Stigma Studiesmentioning

confidence: 99%

See 4 more Smart Citations

A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals with Specific Learning Disabilities

Haft¹,

Hoeft²

2021

Preprint

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Exposure to stigma and stereotype threat has shown detrimental effects on psychological and academic outcomes in numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization because of their SLDs. The purpose of this quantitative meta-analysis is to provide an estimation of the overall relationship between SLD-related stigma and psychological and academic outcomes in individuals with SLDs, as well as examine the overall effect size of SLD-related stereotype threat across studies. A total of seven effect sizes examining SLD stigma and psychological adjustment, two effect sizes examining SLD stigma and academic outcomes, and six effect sizes examining SLD stereotype threat across 13 studies were analyzed. Meta-analytic findings revealed that greater SLD stigma scores had a medium-sized and significant correlation with less optimal psychological adjustment (r=-.39, k=7, p<.0001). SLD stigma showed a weak association with academic outcomes (r=-.06, k=2, p=.59). The estimated mean effect size of stereotype threat manipulations in individuals with SLDs was g=0.49 (k=6, p<.030), reflecting a medium effect and overall poorer performance-related outcomes in conditions of high stereotype threat. Given the small number of studies, moderator analyses were unable to be performed and evidence for publication bias is equivocal. These findings highlight the need for more research on SLD-related stigma and stereotype threat, and suggest that these negative experiences be a target of intervention and support efforts for individuals with SLDs.

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Section: Stigma and Sldsmentioning

confidence: 99%

Section: Stigma Studiesmentioning

confidence: 99%

Section: Stigma Studiesmentioning

confidence: 99%

Section: Stigma Studiesmentioning

confidence: 99%

Section: Stigma Studiesmentioning

confidence: 99%

See 3 more Smart Citations

A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals with Specific Learning Disabilities

Haft¹,

Hoeft²

2021

Preprint

View full text Add to dashboard Cite

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Promoting academic success in college students with ADHD and LD: A systematic literature review to identify intervention targets

Stevens

Abu-Ramadan

Hartung

2021

Journal of American College Health

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A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities

2022

View full text Add to dashboard Cite

Exposure to stigma and stereotype threat is detrimental for numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization. The purpose of this systematic review was to summarize the studies investigating associations between SLD-related stigma and stereotype threat and psychological and academic outcomes in individuals with SLDs, as well as examine the overall effect size of these associations across studies. A total of 16 studies met inclusion criteria—12 studies (52 effect sizes) examined SLD stigma with psychological adjustment or academic outcomes, and six studies (eight effect sizes) examined SLD stereotype threat. Greater SLD stigma scores had a medium-sized and significant correlation with less self-esteem across nine effect sizes ( r = −.39, p = .002). Other outcomes were not powered enough for meta-analyses, although studies generally showed that greater SLD stigma and stereotype threat was related to less optimal psychological adjustment. These results suggest that these negative experiences be a target of intervention and support efforts for individuals with SLDs. The associations between SLD stigma and stereotype threat and academic performance outcomes were comparatively more heterogeneous and less robust. These findings highlight the need for more research on SLD-related stigma and stereotype threat.

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The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students With Learning Disabilities

Cited by 6 publications

References 0 publications

A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals with Specific Learning Disabilities

A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals with Specific Learning Disabilities

Promoting academic success in college students with ADHD and LD: A systematic literature review to identify intervention targets

A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities

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