Dissertation/Thesis Abstract

Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities
by Coles, Karin Ann Marie, Ph.D., Walden University, 2014, 130; 3639887
Abstract (Summary)

Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.

Indexing (document details)
Advisor: Friedman, Robin
Commitee: Booker, Keona, Enright, Mary
School: Walden University
Department: Psychology
School Location: United States -- Minnesota
Source: DAI-B 76/02(E), Dissertation Abstracts International
Subjects: Educational sociology, Educational psychology, Special education, Cognitive psychology, Higher education
Keywords: Learning disabilties, Postsecondary education, Self-efficacy beliefs, Young adults
Publication Number: 3639887
ISBN: 9781321248999
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