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.


Wilhelms, Evan




Education | Psychology


learning disability, socioeconomic status, perceived support, self-efficacy, stress, academic success

Publication Date


Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis



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