The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students With Learning Disabilities

Authors

  • Madalay Fleming Barry University
  • Guillermo Wated Barry University

DOI:

https://doi.org/10.18666/LDMJ-2016-V21-I2-7127

Keywords:

learning disability, adhd, perceived stigma, self-efficacy, academic self-efficacy, academic performance, college students

Abstract

The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale adapted for the current study from May and Stone’s (2010) perceived learning disabilities stigma scale followed by Zimmerman and Kitsantas’ (2007) Self-efficacy For Learning Abridged Form (SELF-A ). Results indicated that there was no relationship between perceived stigma and academic performance. However, self-efficacy was positively correlated with academic performance. Results also indicated that Caucasian, non-Hispanic students reported the highest levels of academic self-efficacy whereas Hispanic students reported the lowest levels. Furthermore, students with learning disability alone reported the highest cumulative GPAs, while those with learning disability and comorbid ADHD reported the lowest. Implications of this study point to the importance of understanding the role of perceived stigma and self-efficacy on the academic performance of students with learning disability and ADHD. This information can benefit researchers, educators, and counselors as they strive to understand possible limitations of students with learning disability/ADHD and devise strategies to support them both academically and psychologically.

Author Biographies

Madalay Fleming, Barry University

Madalay Fleming is the Director of the Center for Advanced Learning Program, a comprehensive academic support program for students with learning disabilities and attention deficit disorders at Barry University.  She earned her B.A. in English Literature and her M.S. in Clinical Psychology from Barry University.  Her teaching experience includes various English, writing, and grammar courses as well as psychology and child development courses from Miami Dade College, Broward College, and Barry University.

Guillermo Wated, Barry University

Dr. Guillermo Wated is an industrial/organizational psychologist who joined the faculty at Barry University in 2005.  He earned both his B.B.A. and M.B.A. from the University of Miami and his M.S. and Ph.D. from Florida International University (2002). His consulting experience includes private and public organizations in the areas of leadership development and executive coaching, test development, work-related attitudes and data collection and analysis.

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Published

2016-11-11

Issue

Vol. 21 No. 2 (2016)

Section

Articles

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