Factors in the Adjustment and Academic Achievement of College Students with Learning Disabilities in Israel

Abstract

The number of students with learning disabilities (LD) who attend postsecondary education has increased steadily over the past 20 years. This study examines the contribution of internal (academic self-efficacy and attachment style) and external (social support and institutional support) factors to the adjustment and achievement of students with LDs in the academic setting. Participants were 674 students from 24 institutions of higher education in Israel. The experimental group (n = 338) consisted of students with self-reported LD, the control group (n = 336) were students who reported they did not have an LD. Our hypothesis that students with LD would report lower academic achievements and lower levels of adjustment than would students with no LD was confirmed. A further hypothesis, that internal and external factors would both be associated with adjustment and academic achievements of LD students, was confirmed by a Structural Equation Modeling Analysis. These findings emphasize the importance of social, family and environment in the success of students with LD in higher education.