Document Type
Research Paper
Date of Completion
Summer 9-14-2025
Department
Behavioral Sciences
Faculty Mentor
Dr. Jeremiah Sullins
Abstract
Students with learning disabilities face complex emotional, psychological, and academic challenges, though prior research presents mixed findings. Some studies highlight negative outcomes, such as heightened shame, emotional distress, and diminished self-efficacy. In contrast, others identify positive traits, including resilience, higher achievement drive, and reduced stress compared to peers without learning disabilities (LDs). The present study aimed to clarify these inconsistencies by employing a mixed methods design to examine differences between undergraduate students with and without learning disabilities. Specifically, the study assessed shame-proneness, self-efficacy, hope, motivation style, and attribution style, while also exploring linguistic patterns through narrative analysis using the Linguistic Inquiry and Word Count software. Quantitative measures included the Test of Self-Conscious Affect 3, General Self-Efficacy Scale, Adult Hope Scale, Academic Motivation Scale, and Causal Dimension Scale II. Narratives were incorporated to provide deeper insight into subjective causality and lived experiences of students with learning disabilities. This study addressed two central research questions: (1) Do undergraduate students with LDs differ from their non-learning-disabled peers in shame-proneness, motivation style, attribution style, self-efficacy, and hope? and (2) Do learning disabilities influence linguistic style? By integrating qualitative methods with participant narratives, this study aims to enhance the understanding of the psychosocial and motivational profiles of college students with learning disabilities and contribute to a more nuanced perspective in the literature.
Copyright held by
author
Recommended Citation
Jones, G. (2025). Academic Dispositions of Undergraduate Students: A Comparison of Students With and Without Learning Disabilities. Retrieved from https://scholarworks.harding.edu/mcnair-research/35
