The concomitant role of affect, self-esteem and hardiness in determining success probability of learning disabled college students /
This research investigated the complex relationships that exist between the psychological constructs that are intrinsic to the individual and the educational outcomes that they demonstrate. Specifically, first-time freshman students with learning disabilities were compared with students who did not...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=733512761&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This research investigated the complex relationships that exist between the psychological constructs that are intrinsic to the individual and the educational outcomes that they demonstrate. Specifically, first-time freshman students with learning disabilities were compared with students who did not have learning disabilities at a small community college during the Fall 1998 semester. The psychological variables that were researched were hardiness, self-esteem and affect. Dependent variables consisted of grade point average, continuation in school during the next spring semester, whether they completed the hours they originally signed up for, and how many classes they dropped, if applicable. Both groups of students completed three questionnaires during the early part of the Fall semester and were then tracked for performance after the close of the Fall semester and also at the end of late registration for the Spring 1999 semester. Data profiles and demographics were obtained from the college research office. A multiple regression statistical design was performed on the data and several ancillary analyses were also utilized for data examination. Chi square, analysis of variance and correlational statistics were performed. Several differences were noticeable upon initial inspection of the data. When simply observing the dependent variables, learning disabled students had lower grade point averages, completion of hours and re-enrollment rates than their non-learning disabled peers. They also had higher incidences of dropping classes. The only dependent variable that was statistically significant between the two groups of students, however, was that of grade point average. Regression statistics revealed that age and re-enrollment were significant for learning disabled students and correlational analysis indicated that there were several significancies for gender and grade point average and also, age and gender and re-enrollment for non-learning disabled students. In terms of the three dependent variables, self-esteem was by far the most salient in terms of significance. The independent variables of affect and hardiness, however, had limited findings with correlational analysis. Psychological constructs assuredly have their place in the success equation of a student's performance. Specifically, a student's self-esteem is a critical determinant in educational settings especially when that student has the added struggle of a learning disability. |
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| Item Description: | Vita. "Major Subject: Educational Human and Resource Development". |
| Physical Description: | x, 131 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 119-126). |