Motivational and Attitudinal Factors in College Students with and without Learning Disabilities

Abstract

The current study examined the emotional resiliency, stress levels, locus of control and need for achievement in 17 college students with learning disabilities (LD) by comparing them with 17 of their peers without learning disabilities. Dependent variables included performance on the Hall Resiliency Scale, the Nowicki-Duke Locus of Control Scale, the Need for Achievement Scale, and a shortened version of a stress scale focusing on typical college stressors. Results indicated that students with learning disabilities obtained significantly higher resiliency scores and significantly higher scores on the Need for Achievement Scale than their counterparts without learning disabilities. These findings suggest that LD college students show a strong goal-directed approach and problem-solving initiative. Surprisingly, college students with LD self-reported significantly fewer college stressors than the students without LD. College students with LD also demonstrated a higher need for achievement than their college peers. No significant difference was found between the two groups with regard to locus of control. Both groups obtained moderate scores on the locus of control measure, suggesting realistic assessment of environmental events as these impact their lives.