Tel-Hai Academic College, Qiryat Shemona, Israel.
2453DePaul University, Chicago, IL, USA.
Psychol Rep. 2022 Apr;125(2):890-912. doi: 10.1177/0033294120988113. Epub 2021 Feb 11.
The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.
学习障碍（LD）大学生人数的稳步增长，增加了对其在学术领域的独特特征和行为进行研究的必要性。本研究考察了有 LD 和无 LD 的大学生在学业和在线拖延、学业压力和学业自我效能感方面的差异。此外，还研究了这些变量之间的关系。研究假设 LD 大学生所经历的困难会导致他们的学业压力、学业和在线拖延程度增加。结果表明，除了在线拖延之外，有 LD（n=77）和无 LD（n=98）学生在所有变量上的水平均存在显著差异。进一步的分析表明，学业压力和学业自我效能感在 LD 与学业和在线拖延之间起到了中介作用。这些发现支持了这样一种观点，即在高等教育中，LD 学生比非 LD 学生经历更多的困难，有时会导致他们拖延程度增加。然而，需要进一步的研究来理解高等教育中 LD 学生在线拖延的本质。
