This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18–35) at 25 higher education institutions in Israel. Participants were divided into four groups: (a) 668 typical students (without learning difficulties or attention deficit hyperactivity disorder [ADHD]), (b) 370 students with self-reported but undiagnosed academic difficulties, (c) 372 students diagnosed with specific learning disabilities (SLDs), and (d) 703 students diagnosed with attention deficit disorders (ADHD). Implicit theories on accommodations, perceptions of social support, hope, and academic self-efficacy were examined. Results demonstrated that students with SLD and ADHD had higher beliefs in the value of expectations, yet they experienced lower levels of academic self-efficacy than their typical peers. These implicit theories did not predict directly the academic self-efficacy, but external resources (perceptions of support) and internal resources (hope) mediated these relationships. The results focused on the accommodations and beliefs in their value for predicting academic self-efficacy, and the importance of social support and hope.

The current study deals with participation in inter-institutional Communities of Practice (CoP) (Wenger, 1998) as a form of professional learning for experienced teacher educators who hold leadership positions in their institutions. In these CoPs, collaboration between teacher educators and policymakers resulted in expansive learning, which is the creation of new practical and theoretical knowledge, and a change of practice rather than adoption of knowledge constructed elsewhere. The current study describes three such communities, the expansive learning cycles that each of them triggered, and shared characteristics that may have contributed to these outcomes. The multiple case study methodology was employed. Data sources were interviews with thirteen participants (coordinators, Ministry of Education representatives and additional members from each CoP), and documents (such as meeting minutes and research papers) that were produced in each CoP. The findings show that expansive learning occurred due to a shared vision, reflective and critical dialogue, trusting relationship, and mutual support among participants. Furthermore, the inter-institutional composition of the CoPs, and the influential position of the participants within their respective organizations enabled them to introduce coordinated changes that transformed their practice at the individual, organizational and national levels.

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