Academic support for students with learning disabilities: the role of psychological capital in their academic adjustment

Abstract

ABSTRACT The objective of our study was to examine whether students with LD who receive support from an academic support centre exhibit higher levels of PsyCap and academic adjustment compared to those who do not receive such support. We also examined whether PsyCap mediates the relationship between receiving academic support and the level of academic adjustment in LD students. The sample comprised 245 post-secondary students with LD; half were receiving support from an academic support centre (n = 121, 49.4%); half were not receiving support (n = 124, 50.6%). The methodology involved the analysis of questionnaires using general linear model (GLM) procedures and Spearman correlations. Results showed LD students with access to academic support had higher PsyCap and better academic adjustment. Notably, PsyCap mediated the relationship between academic support and adjustment, suggesting support positively correlates to PsyCap, which then positively correlates to academic adjustment. The findings suggest that while academic support is beneficial, PsyCap may be a more critical factor in the academic adjustment of LD students, regardless of support. We therefore suggest that by working on utilising LD students’ PsyCap, support centres may facilitate these students’ academic adjustment. The findings have implications for educational policy and the design of support programmes in higher education.