Understanding Academic Adjustment in Undergraduates With SLD or ADHD: An Integrative Model of Social-Emotional-Behavioral Skills, Academic Self-Efficacy, and Self-Regulated Learning

Abstract

Students with specific learning disorders (SLD) and/or attention-deficit/hyperactivity disorder (ADHD) often face challenges in higher education; however, the role of personal and study-related resources in their academic adjustment is not fully understood. This study examined the associations between an SLD/ADHD diagnosis and academic achievement and satisfaction, focusing on the mediating role of social, emotional, and behavioral (SEB) skills, academic self-efficacy (ASE), and self-regulated learning (SRL). Participants were 651 undergraduates, including 318 students with SLD/ADHD, who completed self-reports of SEB skills, ASE, SRL, academic satisfaction, and grade point average. Students with SLD/ADHD reported significantly lower levels across all study variables than peers without disabilities. Structural equation modeling indicated that SEB, ASE, and SRL operated as parallel mediators of the association of diagnosis with academic satisfaction, whereas ASE uniquely mediated the association with academic achievement. These findings clarify mechanisms underlying academic adjustment in higher education for individuals with SLD/ADHD and, therefore, have implications for delivery of support to this student population.