Academic Achievement Performance of University Students with Disability: Exploring the Influence of Non-Academic Factors

Autor/inn/en	Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary
Titel	Academic Achievement Performance of University Students with Disability: Exploring the Influence of Non-Academic Factors
Quelle	In: International Journal of Disability, Development and Education, 63 (2016) 4, S.419-430 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2015.1130217
Schlagwörter	Foreign Countries; College Students; Disabilities; Academic Achievement; Mental Health; Well Being; Learning Motivation; Quality of Life; Mental Disorders; Comparative Analysis; Learning Strategies; Questionnaires; Measures (Individuals); Depression (Psychology); Anxiety; Stress Variables; Grade Point Average; Interpersonal Relationship; Self Efficacy; Physical Health; Learner Engagement; Academic Persistence; Multiple Regression Analysis; Australia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Handicap; Behinderung; Schulleistung; Psychohygiene; Well-being; Wellness; Wohlbefinden; Motivation for studies; Lernmotivation; Lebensqualität; Mental illness; Geisteskrankheit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Messdaten; Angst; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self-efficacy; Selbstwirksamkeit; Gesundheitszustand; Australien
Abstract	This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on the aforementioned non-academic constructs. Eighty-three students with disability were administered the Motivated Strategies for Learning Questionnaire, the World Health Organisation QOL questionnaire, and the Depression Anxiety Stress Scale. Grade-point average was used as the measure of academic achievement. The results showed that measures of social relationships and self-efficacy were significant explanatory variables that could clarify the variance in academic achievement. Secondly, students with MHD differed from students with other disabilities on measures of psychological health, physical health, and social relationships. The findings have consequences for learning services provided to students with disability. It highlights the importance of examining the influence of disability type on student's cognitive and behavioural dimensions such as their motivation to learn, engagement, persistence and academic attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01