Date of Conferral







Jay R. Greiner


AbstractThe current study sought to understand the phenomena of educational programming and academic self-efficacy. The conceptual framework for this study was based on social cognitive theories of academic self-efficacy and motivation. This qualitative study used interpretive phenomenological analysis to gain a broader understanding of experiences of academic self-efficacy and motivation in college students diagnosed with a specific learning disability. Ten participants were recruited with snowball sampling and semi-structured interviews were conducted to guide this research study. Results of this research support additional analysis as necessary to close the gaps presented in the college transition and campus life of students with a learning disability who have experienced academic self-efficacy and positive student attainment. The self-efficacy of students with a learning disability is manifested in their awareness of their disability and motivation to succeed as college level students. Fifty percent of the participants shared feelings of isolation and limited support to campus life. Participants also shared a commitment to being part of a campus life and working to meet the rigor required of college-level students. Students who pursued accommodations and campus support reported a reduction in stress and pressure. The research findings support the need for increased understanding of learning-disabled student embarrassment and relevance to stigma and labeling research. This understanding will inform special programs as they monitor and assist college students with a learning disability, who are striving for academic self efficacy, and career goal attainment leading to positive social change.