Academic achievement performance of university students with disability: Exploring the influence of non-academic factors

Journal article


Dryer, Rachel, Henning, Marcus, Tyson, Graham and Shaw, Rosemary. (2016). Academic achievement performance of university students with disability: Exploring the influence of non-academic factors. International Journal of Disability, Development and Education. 63(4), pp. 419 - 430. https://doi.org/10.1080/1034912X.2015.1130217
AuthorsDryer, Rachel, Henning, Marcus, Tyson, Graham and Shaw, Rosemary
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.

KeywordsAcademic achievement; disability; higher education; mental health; motivation; quality of life; self-efficacy; students
Year2016
JournalInternational Journal of Disability, Development and Education
Journal citation63 (4), pp. 419 - 430
PublisherTaylor & Francis
ISSN1034-912X
Digital Object Identifier (DOI)https://doi.org/10.1080/1034912X.2015.1130217
Scopus EID2-s2.0-84958765639
Page range419 - 430
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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