Interdisciplinary Seminar Series
The Impact of Structured Support Programming on Adjustment, Stress, and Coping in College Students with Learning Disabilities
Yi Ding, Ph.D. and Amanda Siegel
Wednesday, November 2nd from 12:30 p.m.-1:30 p.m.
Registration Link (This Webinar will be on Zoom)
Join us for our upcoming Interdisciplinary Seminar Series!
The present study examined the relationship between enrollment in structured support programming and the college adjustment, stress, and coping of a sample of 83 undergraduate college students with learning disabilities aged 18 to 25. Participants completed an online questionnaire composed of the items from the Student Adaptation to College Questionnaire (SACQ), the Perceived Stress Scale (PSS), the Ways of Coping Questionnaire WAYS), and selected scales from the Behavior Assessment System for Children, 3rd Edition – Self-Report of Personality, College (BASC-3 SRP-COL). Information was also collected about participants’ grade point average (GPA), family involvement, and extracurricular involvement on campus to control for the impact of these factors. Findings demonstrated that students in structured programming had significantly higher levels of Attachment to Institution and Personal-Emotional Adjustment. In addition, students in programs were found to have significantly higher levels of Self-Reliance. Further, students in programs were found to have significantly lowers of stress than those not receiving support through targeted programming. Collectively, findings emphasize the value in structured support programming for undergraduate students with learning disabilities.