Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic Self-Efficacy among Higher Education Students

Autor/inn/en	Mana, Adi; Saka, Noa; Dahan, Orit; Ben-Simon, Anat; Margalit, Malka
Titel	Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic Self-Efficacy among Higher Education Students
Quelle	In: Learning Disability Quarterly, 45 (2022) 2, S.85-95 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720918821
Schlagwörter	Social Support Groups; Learning Problems; College Students; Students with Disabilities; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Psychological Patterns; Self Efficacy; Beliefs; Student Attitudes; Expectation; Foreign Countries; Testing Accommodations; Israel + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Lernproblem; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Schülerverhalten; Expectancy; Erwartung; Ausland; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18-35 years) at 25 higher education institutions in Israel. Participants were divided into four groups: (1) 668 typical students (without learning difficulties or attention-deficit-hyperactivity disorder [ADHD]); (2) 370 students with self-reported but undiagnosed academic difficulties; (3) 372 students diagnosed with specific learning disabilities (SLDs); and (4) 703 students diagnosed with attention-deficit disorders (ADHD). Implicit theories on accommodations, perceptions of social support, hope, and academic self-efficacy were examined. Results demonstrated that students with SLD and ADHD had higher beliefs in the value of expectations, yet they experienced lower levels of academic self-efficacy than their typical peers. These implicit theories did not predict directly the academic self-efficacy, but external resources (perceptions of support) and internal resources (hope) mediated these relationships. The results focused on the accommodations and beliefs in their value for predicting academic self-efficacy, and the importance of social support and hope. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01