One of the most challenging changes for students with learning disabilities is the transition from high school academics to college. Past studies have explored academic success by studying socioeconomic status or perceived academic support. This study looks at the connection between a student’s socioeconomic status, perceived academic support form family, peers, and teachers, and stress. We are looking at how those two separate variables work together to influence academic success through the traditional GPA, ACT, and SAT scores as well as academic self-efficacy. Participants will complete a 15-25 minute survey that focuses on the variables listed above. There were significant correlations between student’s socioeconomic status, perceived support, and self-efficacy. There was also a full mediation found with self-efficacy acting as the mediator between socioeconomic status and ACT scores. Future studies should focus on adding high school participants to the sample population in a longitudinal study design.
Francis, Helen H., "Students With and Without Learning Disabilities: The Effects of Socioeconomic Status, Perceived Academic Support, Stress, and Self-efficacy on Academic Success" (2020). Senior Independent Study Theses. Paper 9202.
Education | Psychology
learning disability, socioeconomic status, perceived support, self-efficacy, stress, academic success
Bachelor of Arts
Senior Independent Study Thesis
© Copyright 2020 Helen H. Francis