Differences in self-efficacy, goal orientation, and attributional style in two groups of adults with learning disabilities

Although researchers have identified several factors that contribute to the academic success of college students with learning disabilities (LD), very little is known about the differences between adults with LD who completed a four-year university degree and those who did not. In this study of self-efficacy, goal orientation, and attribution, a 72-item on-line questionnaire was administered to 128 adults, 77 who did not attend college or earn at least a four-year degree, and 51 who had earned a four-year degree or greater. No statistically significant differences were found between groups with respect to gender, ethnicity, type or age of LD diagnosis, where participants completed their K-12 schooling, or participants were reared by one parent, both parents, or a guardian. Differences in self-efficacy and goal orientation were found through t-test analysis, but differences in attributional style were not significant. Adults who earned a four-year degree or greater reported higher self-efficacy, and higher intrinsic and extrinsic goal orientation, than did adults who had not completed a four-year degree. Overall, participants in both groups tended to attribute positive and negative events to external, stable, and specific causes, thereby meeting the criteria for having a pessimistic attributional style. Correlational analysis revealed a positive relationship between several variables, suggesting that individuals who have higher self-efficacy tended to have a more intrinsic goal orientation, that participants who held an intrinsic goal orientation also demonstrated a positive attributional style, and that participants with lower self-efficacy tended to have a negative attributional style. Stepwise regression analysis indicated that extrinsic goal orientation and self-efficacy for learning and performance variables were significant predictors of college completion. Findings from this investigation provide increased understanding of the motivational factors essential for educational attainment for students with LD. Future longitudinal research is suggested to determine whether individuals with LD had higher self-efficacy upon entering college or whether their self-efficacy increased as a result of completing their four-year degree. Studies addressing other potentially predictive factors of college completion would also be beneficial.