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• W324308844 abstract "Even though research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for college students with and without learning disabilities (LD), after controlling for standardized aptitude measures (such as the Scholastic Assessment Test) and academic level in college. This study reports the development and testing of a model explaining the interrelationships among aptitude measures, self-regulatory variables, and grade point average using structural equation modeling and multiple groups analysis for students with LD (n.53) and students without LD (n.417). Data were gathered using a new instrument survey entitled Strategies and Social (Ruban and Reis, 1999) . The results indicate that students with LD differed significantly from students without LD in the relationships among standardized aptitude measures, academic level, and the use of standard self-regulated learning strategies and compensation strategies, which, in turn, provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD are interpreted in terms of social cognitive theory and research conducted in the field of learning disabilities. (Contains 4 figures, 3 tables, and 79 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. The Differential Impact of Pre-College and Self-Regulatory Factors on Academic Achievement of University Students with and Without Learning Disabilities Lilia Ruban University of Houston D. Betsy McCoach University of Connecticut Amaury Nora University of Houston PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at theAistinguished paper session at the annual convention of the American Educational Research Association, New Orleans, Louisiana, April 2002. All correspondence regarding this paper should be addressed to: Lilia M. Ruban, University of Houston, Department of Curriculum & Instruction, 256 Farish Hall, Houston, TX 77204-5027, Phone: 713-743-3311; e-mail: Lruban@UH.EDU. EST COPY AVAILA13L1E Acknowledgements This manuscript is based in part on a dissertation submitted in partial completion of the requirements for a doctoral degree in the Neag Graduate School of Education at the University of Connecticut. I want to thank the members of my doctoral Committee, including Sally Reis, Joseph Renzulli, Joan McGuire, Robert Gable, and David Kenny for their help and feedback during the completion of this research. Abstract Even though research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provides a differential prediction of academic achievement for college students with and without learning disabilities (LD), after controllingfor standardized aptitude measures (such as the SAT, or Scholastic Assessment Test) and academic level in college. This study reports the development and testing of a model explaining interrelationships among aptitude measures, self-regulatory variables and GPA using structural equation modeling and multiple groups analysis for students with learning disabilities (n=53) and students without learning disabilities (n=417). Data were gathered using a new instrument entitled Learning Strategies and Study Skills survey (LSSS, Ruban & Reis, 1999). The results of this study indicate that students with LD differed significantly from students without LD in the relationships between standardized aptitude measures, academic level, and the use of standard self-regulated learning strategies and compensation strategies, which, in turn, provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory and research conducted in the field of learning disabilities.Even though research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provides a differential prediction of academic achievement for college students with and without learning disabilities (LD), after controllingfor standardized aptitude measures (such as the SAT, or Scholastic Assessment Test) and academic level in college. This study reports the development and testing of a model explaining interrelationships among aptitude measures, self-regulatory variables and GPA using structural equation modeling and multiple groups analysis for students with learning disabilities (n=53) and students without learning disabilities (n=417). Data were gathered using a new instrument entitled Learning Strategies and Study Skills survey (LSSS, Ruban & Reis, 1999). The results of this study indicate that students with LD differed significantly from students without LD in the relationships between standardized aptitude measures, academic level, and the use of standard self-regulated learning strategies and compensation strategies, which, in turn, provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory and research conducted in the field of learning disabilities." @default.
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• W324308844 title "The Differential Impact of Pre-College and Self-Regulatory Factors on Academic Achievement of University Students with and without Learning Disabilities." @default.
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