Abstract
We investigated the correlations between psychological capital (PsyCap) and academic adjustment in students with learning disabilities (LD), with a focus on the mediating role of subjective well-being (SWB). We compared LD students receiving support from academic centres to those not receiving support and analysed the disparities in PsyCap, SWB, and academic adjustment. We found significant correlations between PsyCap and both academic adjustment and SWB in LD students. There was a notable disparity in PsyCap, SWB, and academic adjustment between LD students with and without academic centre support. We also discovered a mediating effect of SWB in the relationship between PsyCap and academic adjustment. The findings underscore the importance of PsyCap to academic adjustment and well-being in LD students. Interventions aimed at increasing PsyCap should simultaneously focus on improving SWB to more effectively support LD students in their academic endeavours. The findings suggest the need for educational institutions to provide integrated support systems addressing both academic and psychological needs. The study contributes to understanding the dynamics between psychological resources, well-being, and academic success in LD students. It advocates for inclusive educational policies that integrate psychological support with academic assistance, fostering a more supportive learning environment for LD students.
Presenters
Batel Hazan LiranHead of Field Studies Unit, Faculty of Education, Tel-Hai Academic College, Israel
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Psychological capital, Subjective well-being, Academic adjustment, Students with learning disability
