In the United States, 11.3 percent of undergraduate students have been classified with learning disabilities (Horn & Nevil, 2006). Multiple variables have been shown to influence academic success, including effort, self-efficacy, and cognition, but no study has been conducted on the relative contribution of each factor to success in students with learning disabilities in college. This dissertation examined effort, self-efficacy, and cognition in relation to academic success. Participants were undergraduates (N=27) at a private northeastern university who were receiving accomodations from the university's Academic Support Center for already identified specific learning disabilities (Individuals with Disabilities Education Improvement Act, Pub L. No. 108-445, 20, 118 Stat. 2647, 2004). Participants were evaluated on multiple measures to assess effort (Word Memory Test {WMT}; (Green, Allen, & Astner, 1996), self-efficacy (The College Academic Self-Efficacy Scale {CASES}; Owen & Froman, 1988), and cognitive ability (Woodcock Johnson Tests of Cognitive Abilities, Third Edition; Woodcock, McGrew, & Mather, 2001). A multiple regression analysis was conducted to determine if these measures, separately or in combination, would predict participants' undergraduate Grade Point Average. It was hypothesized that at least one of the three predictor variables (i.e., effort, efficacy, and cognitive ability) would emerge as a strong predictor of GPA; however, the results of the regression analysis did not support this hypothesis (Rsquare=0.139, F {3, 23} + 1.242, p=0.317). However, 100 percent of participants reported that their academic accommodations were very helpful in their postsecondary success (18.2% of participants gave a rating of 5; 45.5% gave a rating of 6, and 36.4% gave a rating of 7 on a scale of 1-7). Implications of the findings are discussed.

A trend in colleges and universities today is the acceptance of students who, though they have passed high school, are not yet ready for the rigors of postsecondary education. Many of these developmental college students do not know how they learn, and they do not have the self-knowledge to regulate their own learning. This book, incorporating a study of developmental students, tells how teaching college students to use cognitive skills, by knowing their own learning styles, multiple intelligences, and automaticity, can lead to their gaining the necessary self-effi cacy, the thus the empowerment over their own learning, to be successful students and adults.

A motivation and learning strategies textbook that bridges research and practice! Motivation and Learning Strategies for College Success, Second Edition teaches college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer "recipes" for success or lists of "quick tips." Rather, the focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and performance) makes it easy for students to understand what they need to do to become more successful in the classroom. The text combines an overview of theory and research, to help learners understand what factors determine or influence successful learning and why they are asked to use different study and learning strategies in the text, with field-tested exercises, follow-up activities, and appendices that assist students in observing and changing their own behavior. A separate Instructor's Manual provides helpful information for teaching the material; includes additional exercises and experiences for students; provides both objective and essay test questions; and includes information on how students can maintain a portfolio to demonstrate their acquisition of learning and study skills and guidelines for helping students complete a self-management study of their own behavior.

Combining theory, research, and applications, this popular text guides college students on how to become self-regulated learners. Students gain knowledge about human motivation and learning as they improve their study skills. The focus is on relevant information and features to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies that teach a process for improving their academic behavior. A framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance makes it easy for students to recognize what they need to do to become academically more successful. Pedagogical features include Exercises, Follow-Up Activities, Student Reflections, Chapter-end Reviews, Key Points, and a Glossary. New in the Fifth Edition Discussion of the importance of sleep in learning and memory Revised and updated chapter on self-regulation of emotions Current research on impact of students’ use of technology including digital learning platforms and tools, social media, and online learning Updated Companion Website resources for students and instructors

Researchers and educators are well aware of the pressing need for guidelines in measuring learning disabilities and of the difficulty in finding a resource that offers in-depth analysis of assessment issues. Frames of Reference for the Assessment of Learning Disabilities provides a comprehensive discussion of up-to-date research and progressive measurement strategies. Unique because of its broad scope, this essential reference examines assessment tools as they relate to a wide range of learning disabilities, including disabilities that affect attention, executive function, linguistics and reading, mathematics, written language expression, spelling, social competence, and cognitive abilities. It also establishes a framework for systematic measurement by identifying five decision points that enable the evaluator to focus on the learning areas that are most crucial, and most difficult, for the student to master. This groundbreaking work, compiled by recognized experts, challenges the traditional definition of learning disabilities and explores new approaches to measuring a child's progress reliably. It enables professionals to evaluate measurement tools and strategies, to develop criteria for choosing and evaluating core test batteries, and to assess the efficacy of improving existing tools versus developing new ones. Researchers, clinicians, educators, and students in special education, psychology, neurology, and pediatrics can turn to this resource for an authoritative examination of the issues surrounding the assessment of learning disabilities and for state-of-the-art measurement techniques.