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Document Type

Article

Abstract

The present study was designed to examine the perceptions of study skills, along with perceptions of effort and ability of the learning disabled and non-learning disabled college student. A sample of 240 college students were randomly assigned to read 1 of 8 scenarios regarding the perceptions of effort and ability in relationship to disability status, study habits and grades. Results yielded a more complex picture between grades, study habits and level of ability. A similar picture emerged for main effect findings for perceived ability for disability status, study habits and grades. A positive relationship was also found among participants' need for control and achievement on academic performance, and number of study habits. Implications for future research on perceptions of learning disabled college students are discussed.

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