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The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement Among University Students With and Without Learning Disabilities

Urban Talent Research Institute at the University of Houston, Lruban{at}UH.EDU

D. Betsy McCoach

University of Connecticut's Neag School of Education

Joan M. McGuire

Department of Educational Psychology at the University of Connecticut, Center on Postsecondary Education and Disability

Sally M. Reis

Educational Psychology Department at the University of Connecticut

Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.

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