Lilia M. Ruban

The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement Among University Students With and Without Learning Disabilities

Although 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 university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and 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, metacognitive theory, and research conducted in the LD field.

Identification and Assessment of Gifted Students With Learning Disabilities

needs of gifted students with learning disabilities today than in the past, as more educators understand that children with high potential can simultaneously struggle with academic tasks at school. However, many of these students are not identified as requiring services, and if they are, it is for only 1 exceptionality. This absence of knowledge about the consequences of the coincidence of gifts and disabilities has resulted in misidentification and minimal services for many students. In this article, current identification and assessment practices are reviewed within a framework of a broadened view of giftedness; connections

Patterns of self‐regulatory strategy use among low‐achieving and high‐achieving university students

The present mixed‐methods study attempts to provide insights into the nature, idiosyncrasies, and inter‐ and intra‐individual patterns of academic self‐regulatory strategy use among two different populations of university students. Low‐achieving (n = 49) and high‐achieving students (n = 131) described their self‐regulatory strategy use in their academic work in postsecondary academic contexts. The “five top” strategies showed that there were differences as well as similarities in self‐regulatory strategy use among the two groups of students. Provocative findings revealed within‐ and between‐group differences in the patterns of self‐regulatory strategy use among low achievers and high achievers, with some of the patterns cutting across both groups of students. Implications for gifted education are discussed.

Employment Self-Disclosure of Postsecondary Graduates with Learning Disabilities Rates and Rationales

One hundred thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine if they had self-disclosed their LD to their current employer and to provide the reasons for choosing to self-disclose or not to self-disclose. Based on a response rate of 67.4% (n = 89), the results indicated that 86.5% of the respondents were employed full time. Although nearly 90% of the respondents stated that their LD affected their work in some way, only 30.3% self-disclosed to their employer. Of those who had not self-disclosed, the majority reported that there was no reason or need to self-disclose. However, 46.1% reported not self-disclosing due to fear of a potentially negative impact in the workplace or due to a concern for job security. Specific rationales for disclosure and information related to the use of self-reported accommodations and strategies are presented.

Gender Differences in Explaining Grades Using Structural Equation Modeling

This study examined the differential impacts of SAT scores and high school rank, college academic level, motivational variables, and self-regulatory variables in explaining variance in the academic achievement of male and female collegians using structural equation modeling and multiple groups analyses. Significantly, in light of earlier research, we found no gender differences. Structural equation modeling accounted for 65% of the variance on cumulative GPA for females and 58% for males. Several effects in the model were of interest, such as the effects of the SAT-Verbal, high school rank, and motivation on other variables in the model.

Attributes Contributing to the Employment Satisfaction of University Graduates with Learning Disabilities

One hundred and thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine levels of employment self-efficacy and satisfaction. Based upon a response rate of 67% (N = 89), graduates reported high levels of employment self-efficacy and satisfaction. Although there were no significant differences related to levels of self-efficacy and job satisfaction and selected demographic variables, perceptions of employment self-efficacy and the use of self-regulatory strategies/accommodations were found to be significant predictors of employment satisfaction.

Employment Satisfaction of University Graduates with Learning Disabilities

Because of its significant impact on overall life satisfaction, employment satisfaction is one marker for determining successful adult outcomes. The present investigation reports the perceptions of employment satisfaction for 500 graduates with learning disabilities from three postsecondary institutions. The graduates reported high levels of employment satisfaction as well as high levels of employment self-efficacy. Factors that contribute to these judgments of employment satisfaction were examined. Perceptions of employment self-efficacy were found to be a more important predictor of employment satisfaction than variables such as salary and length of time on the job. Implications are discussed in regard to transition planning for students with learning disabilities at the secondary and postsecondary levels.

Compensation Strategies Used by High-Ability Students with Learning Disabilities

Recent research has provided fascinating examples of the problems faced by high-ability students with learning disabilities (LD), as well as the compensation strategies they used to address and overcome the challenges associated with specific learning disabilities (Reis, McGuire, & Neu, 2000; Ruban, McCoach, McGuire, & Reis, in press). For example, (2000) found that these students often received content remediation that they did not need, rather than instruction in compensatory strategies, in their elementary and secondary school learning disabilities programs. Many academically talented young people with learning disabilities never qualify for programs for gifted and talented learners and fail to succeed in school, but those who do often learn strategies that help them to succeed, despite their learning problems.

Curricular Modifications for Elementary Students with Learning Disabilities in High-, Average-, and Low-IQ Groups

Abstract Students considered gifted and learning disabled (G/LD) are those most at risk of not being adequately served in U.S. schools. This research compares delivery formats and Individual Education Plan (IEP) modifications offered to 1,055 elementary school students, grades 3–5, who qualified as having a learning disability (LD) at different levels on the intellectual spectrum. Archival assessment and IEP documents determined the proportion of students with LD who demonstrated high, average, and low intellectual abilities, and the modifications, accommodations, and services they were offered. Multivariate analyses examined group differences in identified modifications. Although current research indicates that children who are G/LD receive the same modifications as their average and below-average LD peers, students in the higher scoring intellectual group received significantly fewer modifications in two of the four evaluated categories (namely, delivery and evaluation). Modifications failed to address areas of strength and/or giftedness of students who were LD but also demonstrated high intellectual ability. Group differences in educational planning showed that students who had high intellectual ability and LD differed from their peers who demonstrated low and average intellectual ability with LD. However, it is not clear whether the resulting differentiated programming that occurred in practice was the appropriate educational approach for this group of children.

A Follow-Up Investigation of University Graduates with Learning Disabilities

Limited research explores the outcomes of postsecondary graduates with learning disabilities (LD). We surveyed 132 graduates with LD of a large, public, competitive, postsecondary institution to determine information about current levels of employment, salary, postgraduate education, and self-disclosure rates in the workplace. Based upon a response rate of 67% (n = 89), results indicated that graduates were employed at comparable rates and salaries to graduates from the institution at large and to graduates with LD described in similar studies. Levels of employment and salaries exceeded those described in previous studies of individuals with LD who did not graduate from postsecondary institutions. We also provide data on rates of postgraduate education obtainment, types of employment, and rate of employment self-disclosure.