Academic Accommodations, Social Supports, and Academic Self-efficacy PDF Download

Author: Stefanie Marie Howe
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 284

View

Book Description

Author: Sharon Lanre-Orepo
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

View

Book Description
In recent years, an increasing number of first-generation college students have pursued higher education. However, previous studies found that these students are significantly more likely to depart before their second year in college and encounter more challenges that impede them from pursuing a college degree. The purpose of the current study is to examine the role of support factors and the academic and social burden associated with first-generation college students in predicting persistence. The study also examined the role of instructor support and academic self-efficacy in predicting college persistence. A total of 145 first-generation college students completed a survey that assessed family support, instructor support, social support, college persistence, college academic self-efficacy, and academic and social burden. Results revealed that instructor support and social support significantly predicted higher college persistence, and that family support and social support significantly predicted lower academic and social burden. The results also demonstrated that academic self-efficacy predicted college persistence after controlling for support factors and that academic self-efficacy mediated the relationship between instructor support and college persistence. These findings indicate that academic self-efficacy is not a rigid personality trait but can be impacted by a student's college experience, particularly the student's relationship with a trusted instructor. Findings from this research can guide institutions of higher education to implement programs and practices to help more first-generation college students realize their academic dreams and goals.

Author: Rebekah R. Dees
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

View

Book Description

Author: Lisa Marie Ansell
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 0

View

Book Description
Academic accommodations exist through Section 504 of The Rehabilitation Act of 1973, The Americans with Disabilities Act of 1990, and the Americans with Disabilities Act Amended Act of 2008. Graduate counseling students with invisible disabilities may be unaware of all available accommodations or find incomplete information on disability support services websites. Such lack of awareness creates academic and emotional barriers for students with an invisible disability. While these issues are not isolated to one university, this quantitative study analyzed responses to an anonymous survey that invited current graduate counseling students enrolled in a CACREP counseling program who identified as having ADHD, autism, dyslexia, traumatic brain injury, or other neurodivergent disorder to evaluate the effects of perceived availability and usefulness of academic accommodations, academic support, and academic self-efficacy. The study's findings indicated that most students were unaware of available academic accommodations beyond more time to take exams and submit assignments. Furthermore, students indicated they would likely use other accommodations that may better suit their academic needs. The results also suggest that more awareness of available accommodations is needed beyond more time to take exams and submit assignments to provide students with clear information when deciding to disclose their disability and request accommodations. The scales used in the study provided suggestions for future qualitative research on how lack of awareness about academic accommodations creates barriers for students and educators who have or work with individuals with invisible disabilities.

Author: Katherine Vojtko
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 99

View

Book Description
In the United States, 11.3 percent of undergraduate students have been classified with learning disabilities (Horn & Nevil, 2006). Multiple variables have been shown to influence academic success, including effort, self-efficacy, and cognition, but no study has been conducted on the relative contribution of each factor to success in students with learning disabilities in college. This dissertation examined effort, self-efficacy, and cognition in relation to academic success. Participants were undergraduates (N=27) at a private northeastern university who were receiving accomodations from the university's Academic Support Center for already identified specific learning disabilities (Individuals with Disabilities Education Improvement Act, Pub L. No. 108-445, 20, 118 Stat. 2647, 2004). Participants were evaluated on multiple measures to assess effort (Word Memory Test {WMT}; (Green, Allen, & Astner, 1996), self-efficacy (The College Academic Self-Efficacy Scale {CASES}; Owen & Froman, 1988), and cognitive ability (Woodcock Johnson Tests of Cognitive Abilities, Third Edition; Woodcock, McGrew, & Mather, 2001). A multiple regression analysis was conducted to determine if these measures, separately or in combination, would predict participants' undergraduate Grade Point Average. It was hypothesized that at least one of the three predictor variables (i.e., effort, efficacy, and cognitive ability) would emerge as a strong predictor of GPA; however, the results of the regression analysis did not support this hypothesis (Rsquare=0.139, F {3, 23} + 1.242, p=0.317). However, 100 percent of participants reported that their academic accommodations were very helpful in their postsecondary success (18.2% of participants gave a rating of 5; 45.5% gave a rating of 6, and 36.4% gave a rating of 7 on a scale of 1-7). Implications of the findings are discussed.

Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333

View

Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

Author: Megan C. Fox
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 79

View

Book Description
The purpose of this study was to examine whether perceived social support was associated with self-efficacy for health promoting behaviors, and whether self-efficacy for health promoting behaviors predicts academic success for college students. Gender differences in perceived social support were also examined. Participants were undergraduate students at a large public university in the Southeast enrolled in an introductory psychology course. Data collection was completed through the use of a demographic form, the Interpersonal Support Evaluation List-College Version (Cohen, Mermelstein, Kamarck, & Hoberman, 1985), The Self-Reported Abilities for Health Practices Scale (Becker, Stuifbergen, Oh, & Hall, 1993), and the acquisition of participants' college GPA from official university records. Perceived social support was found to have a significant positive association with self-efficacy for health promoting behaviors. Significant positive associations accounting for at least 10% of the variance in the dependent variable were found between the total score of perceived social support and the mean composite score of self-efficacy for health promoting behaviors, perceived belonging support and self-efficacy for exercise, perceived appraisal support and self-efficacy for psychological well-being, and perceived appraisal support and self-efficacy for responsible health practices. Gender differences in perceived social support were also found with females reporting greater perceived social support. Females reported greater perceived appraisal, tangible, belonging, and self-esteem support. No relationship was found in this study between self-efficacy for health promoting behaviors and academic success. The results from this study may be useful to college students looking to improve their health and for health professionals working to promote health in the college student population. Choosing a social support intervention is likely to increase self-efficacy for health promoting behaviors, which have been linked to their actual implementation (Von Ah, Ebert, Ngamvitroj, Park, & Duck-Hee, 2004).

Author: Benjamin J. Lovett
Publisher: Applying Psychology in the Sch
ISBN: 9781433817977
Category : Education
Languages : en
Pages : 0

View

Book Description
Deciding whether to grant test accommodations for a student with disabilities is challenging and controversial. Current accommodations practice is seldom research based, and professionals charged with such decisions often reach different conclusions. The result can be either unnecessary accommodations that compromise test validity or the denial of accommodations to a student who needs them. In this book, Benjamin Lovett and Lawrence Lewandowski draw on research to offer clear, specific guidelines for deciding when accommodations are appropriate for a student with disabilities -- depending on the test being taken, the accommodations being considered, and the student's functional skills. The book also explains how laws and practices differ for K-12 accommodations versus postsecondary education and workplace accommodations, as well as how universal test design might lessen the need for test accommodations.

Author: Glenn Hirsch
Publisher: Routledge
ISBN: 1135058261
Category : Psychology
Languages : en
Pages : 250

View

Book Description
Glenn Hirsch offers professionals a user-friendly, comprehensive resource book of theories and specific techniques that can be used to enhance college student success. Dr. Hirsch offers readers an integrated model for change that includes both holistic assessments of academic difficulty and suggestions for three different levels of intervention based on the student's readiness and motivation for change. He also provides specific interview and testing strategies for determining the causes of academic difficulty.

Author: Nechama Sorscher, PhD
Publisher: Rowman & Littlefield
ISBN: 1666921696
Category : Psychology
Languages : en
Pages : 223

View

Book Description
Neurodivergent children, adolescents, and adults demonstrate both learning and attention challenges that contribute to academic, social, and workplace failures. The emotional consequences of these disorders can often include lowered self-esteem, pervasive feelings of shame, profound insecurity about academic skills, and a deep sense of vulnerability. This leads many individuals with neurocognitive difficulties to consult with psychotherapists for help in alleviating their psychiatric symptoms. Nechama Sorscher argues that it is therefore essential for clinicians to be mindful of the various types of learning disorders and their impact on the developing psyche while facilitating insight and awareness of these issues. Assessment and Intervention with Children, Adolescents, and Adults with Neurocognitive Challenges: A Psychodynamic Perspective provides an overview of the different types of learning disorders, reviews the literature on common psychological themes found in the psychotherapy of individuals with these disorders, and offers practical suggestions for treatment, as illustrated in case histories. This book discusses how to accurately assess and successfully intervene with children, adolescents, and adults with learning disabilities, attention disorders, and autism spectrum disorder.