Emergence of Self-Efficacy (SE) During Psychoeducational Group Meetings and Discussions for Undergraduates With Learning and Attention Disorders

Self-efficacy (SE) is critical in the academic success of college students, especially those with disabilities (Rittmayer & Beier, 2009). Processes by which undergraduates with learning and attention disorders (L/AD) develop SE for occupational roles during the transition to adult contexts through college is not currently well understood. This study explores processes involved in developing SE for occupational roles associated with being a college student with a disability and describes associated salient tasks.

A grounded theory approach was used to analyze 30 transcripts from monthly group meetings which were conducted as part of a larger study that tested campus-based L/AD academic and psychosocial supports. Meetings provided participants with psychoeducational content and facilitated group discussions that included sharing of experiences and strategies. Participants were 52 undergraduates with L/AD who were registered with the campus disability office. Recruitment was aided by e-mail listservs, flyers, and new student orientations.

Analysis included structural coding to identify text related to Bandura’s four sources for SE development. Pertinent data were initially coded to capture participants’ voice, identify participants’ actions, and label emotional experiences. Coded data were then analyzed for themes with axial coding used to identify relationships among the categories (Saldaña, 2013). Rigor was enhanced through strategies of constant comparison, multiple coders, regular discussions with research team and periodic presentation of emerging findings to interdisciplinary health researchers.

A theoretical model describing a cyclical process used by participants to develop SE in a group setting was created from the data. The model delineates relationships among themes which include Reflecting the Past, Identifying with Others, Envisioning New Strategies for Self, Testing Strategies, and New Actions. Reflecting the Past describes the sharing of individual experiences. Identifying with Others describes participants identifying with others in the group and their experiences. Envisioning New Strategies for Self involves participants identifying with strategies shared by group members. Testing Strategies refers to the initial application, whether real or imagined, of suggested strategies within a personal context. New Actions describes how participants integrated strategies or articulated how strategies could be applied within their daily lives. Participants gained SE for tasks associated with being able to identify information and garner the resources and skills they perceived to be important for meeting personal and societal expectations associated with being a college student with a disability.

Findings explicate ways in which engaging within a group of similar others supported development of SE. Group members provided access to different perspectives, experiences, and strategies that supported members’ discovery of new ways to navigate L/AD challenges and college expectations. Findings are important for development of interventions designed to foster occupational role during the transition to adulthood for college students with L/AD.

References

Rittmayer, A. D., & Beier, M. E. (2009). Self-Efficacy in STEM. In B. Brogue & E. Cady (Eds.), Applying Research to Practice (ARP) Resources. Retrieved from http://www.engr.psu.edu/AWE/ARPresources.aspx

Saldaña, P. (2013). The Coding Manual for Qualitative Researchers (2nd ed.). Thousand Oaks, CA: SAGE Publications Inc.