Self-Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD

Abstract

University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention-deficit/hyperactivity disorder (ADHD), social–emotional factors have received less attention. Such factors may play an important role in self-regulation of learning. This study investigated the relations among self-compassion, self-acceptance of an LD, and self-regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self-identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self-compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self-acceptance of an LD, self-compassion, and self-regulated learning.