Autonomy, social support, and psychological adjustment in learning disabled and non-learning disabled college students

This study examined the hypotheses that diagnostic group differences on a variety of psychosocial variables exist between college students with and without learning disabilities (LD). In addition, the variables of autonomy and social support were examined to determine if the presence of these variables might be associated with better psychological adjustment and academic achievement across diagnostic groups. Two-hundred and six college students (NLD = 109, LD = 62, LD/ADD = 33, Unknown = 2) completed a packet of questionnaires asking them to report on several variables of psychological adjustment and academic achievement. Results indicted the presence of diagnostic group differences. In addition, the variables of autonomy and social support were found to predict various measures of psychological adjustment and/or academic achievement. Significant interactions were also found.