Be Kind to Yourself: The Relationship Between Self-Processes and Self-Regulated Learning in University Students With and Without High-Incidence Exceptionalities

• In Event: Friendships and Social Emotional Learning in Special and Inclusive Education

Abstract

The ability to self-regulate can be particularly difficult for some university students (Peverly et al., 2003), especially those students with high incidence exceptionalities. As the number of students with exceptionalities enrolling in postsecondary increases each year, external support provided by the offices that serve these students are finding it difficult to keep up with the demands placed on them (Seagull, 2017). Therefore, it is important to seek out additional ways of supporting students. With little research investigating self-processes, the purpose of this study is to investigate the relationship among self-compassion, self-concept, and self-regulated learning as they relate to students with and without disabilities in university.

Author

• Sunaira Tejpar, Queen's University - Kingston