The Impact Of Learning Disability Diagnosis On College Academic Self-Efficacy And Self-Esteem

Woods, Sinead (2022) The Impact Of Learning Disability Diagnosis On College Academic Self-Efficacy And Self-Esteem. Undergraduate thesis, Dublin, National College of Ireland.

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Abstract

Research Aims: The current study strived to investigate the predictive influence of diagnosis of one or more learning disabilities (LD) on levels of academic self-efficacy and self-esteem after accounting for gender identity and levels of educational supports in third level education in Ireland. The study also examined the differences in age of diagnosis between gender identities between participants who are diagnosed with one or more LD diagnosis. Additionally, the differences in levels of academic self-efficacy and self-esteem between participants with and without one or more diagnosed LDs was also studied.

Method: The sample of 72 participants answered an online questionnaire consisting of demographically questions, The College Academic Self-Efficacy Scale (CASES) and The Rosenburg Self-Esteem Scale (RSES).

Results: A hierarchical multiple regression showed that LD diagnosis was statistically significant at predicting an additional 5.7% of variance in CASES score (beta= .29, p=.043) but gender identity and levels of educational supports were not . However, a hierarchal multiple regression was completed with total RSES instead and yielded no statistically significant results. A marginally statistically insignificant difference between the gender identities male and female and LD diagnosis age as seen in an independent T-test (p=.056). The results from two independent samples T-tests showed there was statistically significant negative relationship between LD diagnosis and academic self-efficacy (p=.011) however, there was no statistically significant difference for self-esteem (p=.154).

Conclusion: This study showed the influence of LD diagnosis on academic self-efficacy. Further research needs to investigate this influence on self-esteem and why diagnosis effects academic self-efficacy.

Item Type:	Thesis (Undergraduate)
Uncontrolled Keywords:	College academic self-efficacy; self-esteem; age of diagnosis; educational supports; learning disabilities; third level education
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects / Types of education > Learning disabilities
Divisions:	School of Business > BA (Honours) in Psychology
Depositing User:	Clara Chan
Date Deposited:	21 Jul 2022 13:32
Last Modified:	21 Jul 2022 13:32
URI:	https://norma.ncirl.ie/id/eprint/5688

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