The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19

Sarid, Miri; Lipka, Orly

doi:10.1007/s10212-023-00677-6

Cited by 6 publications

(5 citation statements)

References 65 publications

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“…In line with Hypothesis 1 (H1), students with ADHD/SLD reported having a less positive perception of distance learning, lower ASE and SOC, and higher levels of loneliness than their peers without disabilities. These findings are consistent with those of previous research, both before and during COVID-19, which showed that undergraduates with ADHD and SLD consistently reported difficulties in adapting to academic demands along with social-emotional challenges, fewer personal resources, and more vulnerabilities than their peers (Ben-Naim et al, 2017;Casali et al, 2024;Laslo-Roth et al, 2022;Mana et al, 2022;Sarid & Lipka, 2024;Sharabi et al, 2016). Moreover, our findings validate the presence of these difficulties after one year of adaptation to distance learning during the COVID-19 pandemic.…”

Section: Differences Between Students With and Without Adhd/sldsupporting

confidence: 92%

“…Moreover, to date there is little research relating ASE to academic outcomes for students with disabilities. Sarid and Lipka (2024) found that higher ASE for cognitive operations and social interactions was related to higher engagement in online learning for undergraduates with and without ADHD/ SLD. At the same time, the subgroup of students with ADHD reported lower ASE for cognitive operations than did students without disabilities and were less engaged in online learning than students without ADHD/SLD.…”

Section: Variables Predicting a Positive Perception Of Distance Learningmentioning

confidence: 90%

“…Students with ADHD/SLD (in both high school and higher education) reported lower ASE than students without these disabilities both before and during the COVID-19 transition to distance learning (Ben-Naim et al, 2017;Einav et al, 2018;Mana et al, 2022;Sarid & Lipka, 2024;Sharabi et al, 2016). For example, Casali et al (2024) found that ASE is significantly positively related to both academic achievement and academic satisfaction, suggesting the importance of this variable for students' performance and extending its relevance to academic wellbeing among students with SLD.…”

Section: Distance Learning and Students With Adhd/sldmentioning

confidence: 97%

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Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Sharabi,

Shelach Inbar

2024

Learning Disabilities Research & Practice

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This study assessed the positive perception of distance learning of undergraduate students with and without attention deficit hyperactivity disorder (ADHD) and/or specific learning disorder (SLD), and examined their personal resources (academic self-efficacy [ASE] and sense of coherence [SOC]), and social vulnerability (loneliness) in predicting their positive distance learning perception. Participants were 276 Israeli undergraduates, 138 diagnosed with ADHD/SLD and 138 in a comparison group without disabilities. Students’ positive perceptions toward distance learning, ASE, SOC, and loneliness were assessed via self-report questionnaires. Students with ADHD/SLD reported a less positive perception of distance learning, lower ASE and SOC, and higher loneliness than students without disabilities. In both groups, females had a more positive perception of distance learning than males. ASE uniquely contributed to a positive perception of distance learning only for students with ADHD/SLD. As hybrid learning becomes more and more common in higher education, it is critical to understand the unique needs and adaptation to distance learning of students with ADHD/SLD.

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Section: Differences Between Students With and Without Adhd/sldsupporting

confidence: 92%

Section: Variables Predicting a Positive Perception Of Distance Learningmentioning

confidence: 90%

Section: Distance Learning and Students With Adhd/sldmentioning

confidence: 97%

See 1 more Smart Citation

Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Sharabi,

Shelach Inbar

2024

Learning Disabilities Research & Practice

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“…Compared to studies of students with LD, there are few studies of academic self-efficacy in students with ADHD. In two studies, students with LD/ADHD as a unified group scored lower on ASE than students without LD/ADHD (Tabassam & Grainger, 2002;Sarid & Lipka, 2024).…”

Section: Academic Self-efficacy In Students With Ld And/or Adhdmentioning

confidence: 99%

Predictors of Academic Self-Efficacy of University Students: Grades, Learning Disabilities and ADHD

Cvitkovic,

Salkicevic Pisonic,

Radosevic

2024

IJSE

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Academic self-efficacy (ASE) is a key concept for academic success as individuals with high ASE are, among other things, ambitious, see problems as challenges, focus on solving tasks, therefore have higher class participation and persevere in difficult tasks. Learning disabilities (LD) and ADHD have been found to be related to academic success, specifically the aspect of taking tests and demonstrating knowledge. Studies of ASE in LD and ADHD students have shown it to be lower in those populations. Most research has focused on ASE as a precursor to academic success. Therefore, we wanted to investigate the opposite, namely how prior academic experiences predict ASE. 287 Croatian students, fifty-three of whom had LD and/or ADHD, participated in the online study. ASE in the learning process and in achieving the desired learning outcomes was lower in the LD/ADHD group. Regression analysis showed that failing an exam, university and middle school grades were significant predictors for both ASE facets, with LD/ADHD diagnosis being a significant predictor only for ASE in achieving the desired learning outcome. Previous negative experiences with testing in the LD/ADHD group and overall relatively recent academic experience have a significant role in students’ ASE. Given the importance of academic self-efficacy, the practical implications of these findings point to the importance of supporting students with LD and ADHD during their education.

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“…The change was necessary to avoid gaps in the knowledge acquired to maintain the learning sequence. Some academic challenges were particularly notable because campuses closed, exams were postponed, there was no practical work, and the transition to online learning required academic self-efficacy and class engagement (Sarid & Lipka, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Learning From Recorded Lectures: Perceptions of Students With ADHD

Levenberg¹,

Reesh²

2023

J Atten Disord

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With the outbreak of the Covid-19 pandemic, education systems worldwide, including higher education institutions, switched to remote learning in various modes, including recordings of lectures and lessons. Learning this way can be especially effective for students with Attention Deficit/Hyperactive Disorder (ADHD) who have difficulties maintaining organization, focus, and concentration. Hence, this qualitative study used semi-structured interviews to examine the perceptions of 12 students with ADHD that studied from recorded lectures from the perspective of the symptoms that define this disorder. Findings showed that learning from recordings of lectures gave students a sense of control over the learning in terms of pace, place, time, and convenience. The research contributes to understanding how to tailor accessible remote learning to students with ADHD.

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The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19

Cited by 6 publications

References 65 publications

Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Predictors of Academic Self-Efficacy of University Students: Grades, Learning Disabilities and ADHD

Learning From Recorded Lectures: Perceptions of Students With ADHD

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