Date of Conferral
Learning disabilities (LDs), which are the most common diagnosis of students entering colleges, are found in approximately 3% of first-year college students. Little information is available, however, on the role of classroom accommodations on these students' academic performance. The purpose of this study was to determine whether academic performance, self-efficacy, and motivation of postsecondary LD students were influenced by extended testing time. Social cognitive theory and expectancy-value theory were used to frame the study. Fifty-three participants from a community college in the Southeastern United States who were approved to receive classroom accommodations completed a demographic questionnaire and measures of motivation and self-efficacy. Independent sample t tests indicated a significant relationship between extended time and self-efficacy, but extended time did not affect academic performance and there was no significant predictive relationship between extended time, motivation, self-efficacy, and academic performance. Findings focus a spotlight on the typical methods of addressing the success of college students with disabilities, and suggest that providing extra time may not have the intended effect of increasing their academic performance in the classroom. Results may be used to support additional means of increasing self-efficacy among college students with disabilities.