Exploring Experiences and Academic Outcomes of First-Year University Students with and without Perceived Disabilities or Impairments. Issue 5 (3rd September 2022)

• Record Type: Journal Article
• Authors: Murray, Amy; Sotardi, Valerie
• Is Part Of: International journal of disability, development, and education. Volume 69:Issue 5(2022)
• Page Start: 1678
• Page End: 1693
• Publication Date: 2022-09-03
• Subjects: Academic performance -- disability services -- disability support -- disability -- impairment -- self-perception -- university student -- well-being; People with disabilities -- Education -- Periodicals; People with disabilities -- Periodicals; Special education -- Periodicals; Education, Special -- Periodicals; 371.9
• DOI: 10.1080/1034912X.2020.1811842
• Languages: English
• ISSNs: 1034-912X

Abstract

ABSTRACT: The current study was conducted to understand better the university experiences and academic outcomes for students with and without self-reported disabilities or impairments. The project explored responses to an online questionnaire on early university experiences of first-year students ( n = 1019) within one New Zealand university. A cross-sectional design was used to explore patterns in academic self-perceptions, subjective well-being, and GPA between groups who categorised themselves as having or not having a disability, impairment, or long-term condition (yes or no) and those who were or were not registered with the institution's disability support service. Our results provide initial evidence that non-registered students with disabilities reported higher university-related anxieties and lower academic outcomes when compared to registered students with disabilities and students with no perceived disabilities. Well-being and academic self-efficacy did not significantly differ across the groups. The discussion section focuses on possible challenges that may arise for non-registered students with disabilities at university and possible future directions.