Self-Authorship in College Students With Learning Differences

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Finding Meaning: Purpose, Self-Authorship, and Pathways to Thriving (Table 8)

Abstract

This study explored self-authorship perceptions of college students with learning differences. We assessed the relationship between engagement with academic support services and levels of self-authorship. Students’ overall self-authorship scores ranged from somewhat disagree to undecided. The students with the lowest scores at the beginning of the semester demonstrated significant improvement. Year 1 students’ overall scores were the highest, and Year 3 students scored the lowest. Students’ emotional and behavioral independence significantly increased when they had more visits with Specialists. The amount of time spent in different categories of assistance were inconsistent. Support services based on the Learning Partnership Model appear to promote self-authorship in students with learning differences.

Authors

• I-Chen Wu, University of British Columbia
  Presenting Author

• Laurel Grigg Mason, University of Arizona
  Presenting Author