Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic Self-Efficacy Among Higher Education Students

Abstract

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.

Perceived social support, loneliness, and hope during the COVID‐19 Pandemic: Testing a mediating model in the UK, USA, and Israel

“…In addition, perceived social support among Chinese children with attention deficit hyperactivity disorder has been shown to be related to increased hope (Ma, Lai, & Lo, 2017). Social support and hope predicted higher self-efficacy among college students with learning disorders (Mana et al, 2021). On-campus social support and hope have both been found to be related to ability to persist in college (D'Amico et al, 2018).…”

Learning Difficulties and Loneliness in College and Beyond: The Mediating Role of Self-Efficacy, Proactive Coping, and Hope

“…Learning disorders do not end with school years. Many struggles such as difficulties to pay attention for an extended time, difficulties to remain seated, slow reading and memory difficulties may continue to be a challenge in colleges and working environments, and be a source of social and emotional distress [ 1 , 2 ]. Some individuals develop strategies to cope successfully with the new challenges in postsecondary education and the workplace.…”

“…In line with COR theory, the goals of this study are to identify the protective role of the future oriented personal strengths (self-efficacy, proactive coping, and hope) as factors that may mediate the relations between experiencing learning difficulties and loneliness distress in college (e.g., [ 1 , 13 ] and beyond [ 14 ]).…”

“…Some students with learning disorders were found to be able to gradually develop their abilities to cope with their difficulties and to experience successes that would further increase their efficacy beliefs regarding their future achievements in different environments. Many others may continue to experience self-doubt regarding their abilities, learning skills, and future opportunities for success, predicting lower self-efficacy [ 1 , 26 ]. Hobfoll [ 12 ] suggested that those who possessed high levels of self-efficacy perceived themselves as more capable of selecting, altering and applying their other resources to meet stressful demands.…”

“…A recent longitudinal study revealed that adolescents’ hope predicted academic achievements [ 42 ]. Studies of students with academic difficulties at different age groups focused attention on the role of hope in predicting academic achievement and wellbeing [ 1 , 43 , 44 ].…”