The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement Among University Students With and Without Learning Disabilities

Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achieveme...

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Bibliographic Details
Published in:Journal of learning disabilities 2003-05, Vol.36 (3), p.270-286
Main Authors: Ruban, Lilia M., McCoach, D. Betsy, McGuire, Joan M., Reis, Sally M.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Aptitude
Adaptation, Psychological
Adolescent
Adult
Adult and adolescent clinical studies
Biological and medical sciences
College Students
Compensation
Compensation (Concept)
Concept Formation
Education, Special
Educational Status
Female
Grade Point Average
Group psychotherapy
Higher Education
Humans
Internal-External Control
Learning Disabilities
Learning disabled students
Learning Disorders - diagnosis
Learning Disorders - psychology
Learning Processes
Learning Strategies
Male
Medical sciences
Metacognition
Miscellaneous
Motivation
Postsecondary Education
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Self Management
Self regulation
Selfregulation
Social cognitive theory
Special education
Student Motivation
Students with disabilities
Study skills
Texas
Universities
USA
Usefulness
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Summary:Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221940303600306