Sense of coherence, perception of educational barriers, and career decision-making self -efficacy in students with learning disabilities

This study examined career decision-making self-efficacy (CDMSE) in relationship to demographic variables, Sense of Coherence (SOC), the perception of educational barriers, and coping with educational barriers. Participants were 93 college students with learning disabilities (e.g., dyslexia, dyscalculia), recruited from 8 public and private colleges in the New York City area. Pearson product-moment correlations and hierarchical multiple regression were used to analyze the data. Data from 2 open-ended questions, which asked students about the impact of their learning disability on their college experiences and career development and what had helped them cope with a learning disability, were analyzed qualitatively. As hypothesized, SOC, coping with educational barriers, and CDMSE were all significantly and positively related to one another, and the perception of educational barriers was significantly and inversely related to SOC, coping with educational barriers, and CDMSE. SOC and the perception of educational barriers did not predict levels of CDMSE above and beyond that predicted by demographic variables. Coping with educational barriers predicted levels of CDMSE above and beyond that of demographic variables. Two major and 2 minor themes emerged from the question which asked participants how having a learning disability affected their college experiences and career development. The major themes were No Effect and Positive or Negative College Experiences, and the minor themes were Work Harder and Major/Career Choice. Two major and 2 minor themes were evident from the question which asked participants what had been helpful to them in coping with a learning disability. The major themes were Supportive Others and Support Services, and the minor themes were Personal Motivation/Determination and Self-Knowledge and Understanding of Disability. Limitations of the study, implications for practice, and suggestions for further research are included