Assessing the Impact of Social and Academic Integration on College Achievement Among Students With and Without Learning Disabilities

Abstract

The current study compared social and academic integration and commitment to higher education between 257 college students with ( n = 51) and without ( n = 206) learning disabilities (LDs). It was hypothesized that students with LDs would exhibit lower integration and commitment and that these factors would predict academic success. Students completed a questionnaire assessing integration and commitment. Academic achievement was obtained via GPA approximately 3 years later. Students with LDs displayed higher social but lower academic integration than peers. Overall, findings indicate that lower academic integration among students with LDs may reflect challenges with academic adjustment in college. Higher social integration was related to higher subsequent GPA only for students with LDs, suggesting they employ higher social integration to compensate for their academic challenges.