Abstract:
The purpose of this study was to explore the relationship between academic self-efficacy, effort, self-awareness, and achievement in college aged students with LD and/or ADHD. Participants included thirty, fourteen were male and seventeen were female, undergraduate students that have been diagnosed with a LD and/or ADHD. The students were selected from small private and large public liberal arts colleges located in Western New York and one University in New Jersey. Participants were provided with a packet asking questions regarding demographics. In addition, participants completed the Effort Questionnaire, Motivated Strategies for Learning Questionnaire, and the Self-Advocacy Survey. A simultaneous multiple regression analysis was conducted to gain a better understanding of the relationships that may exist between the variables. Academic achievement (GPA) was simultaneously regressed on measures of academic self-efficacy, self-awareness, and effort. The overall multiple regression was not found to be significant (R2 =. 088, F {3, 27} = .873, p = .467). In examining the ', the effect sizes could indicate a possible power problem that could be the result of the small sample size (N) that made up the population of this study. The variable of perceived impact was added to the original model and the overall multiple regression was significant.
Description:
Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.
