ERA

Download the full-sized PDF of Examining Resilience among University Students with Reading Difficulties Using Internal and External Protective FactorsDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R3F47H150

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Graduate Studies and Research, Faculty of

Collections

This file is in the following collections:

Theses and Dissertations

Examining Resilience among University Students with Reading Difficulties Using Internal and External Protective Factors Open Access

Descriptions

Other title
Subject/Keyword
community support
reading difficulties
resilience
academic achievement
social capital
life satisfaction
university students
social support
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Stack-Cutler, Holly L
Supervisor and department
Parrila, Rauno (Educational Psychology)
Examining committee member and department
Jahnukainen, Markku (Teacher Education)
McQuarrie, Lynn (Educational Psychology)
McNamara, John (Brock University Child and Youth Studies)
Klassen, Robert (Education)
Wimmer, Randolph (Educational Policy Studies)
Department
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2013-11-04T15:19:47Z
Graduation date
2014-06
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
This dissertation consists of three papers investigating the impact of intrapersonal and interpersonal factors on life satisfaction and academic achievement of adults with reading difficulty (RD). Participants were university students or recent graduates. The first paper examines the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to RD on life satisfaction and academic achievement among 120 adults with RD. Intrapersonal resilience related positively to interpersonal resilience and persistence, and both resilience factors associated negatively with number of difficulties. Intrapersonal resilience explained general and self satisfaction and interpersonal resilience explained social satisfaction. Academic achievement did not correlate with any study variables, thus I did not examine it further. The second paper examines three different models to understand the impact of number of difficulties, social support, and community support on life satisfaction and academic achievement among 120 adults with RD. Participants responded to surveys assessing perceived social support, perceived community support, number of difficulties in addition to RD, life satisfaction, and academic achievement. Results supported a main effect model in which social, but not community, support explained life satisfaction. Social and community support did not moderate number of difficulties and life satisfaction, lending no support to a buffering effect. A mediation model showed that social support partially mediated number of difficulties and life satisfaction. Academic achievement did not correlate with any study variables, thus I did not examine it further. The third paper examines what social ties 107 adults with RD report assist them to achieve goals, outlets for developing social ties, resources mobilized within relationships, and impact of social ties’ status on academic achievement. Adults often named friends, parents, and significant others as social ties. They developed personal ties through social media networking and close relationships, and institutional ties through academic centres and university services, among others. Resources mobilized among personal and institutional ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional ties also afforded job search aid, accommodations, skill development, financial support, and mental health services. The status of employed, but not student, ties explained academic achievement.
Language
English
DOI
doi:10.7939/R3F47H150
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication
Stack-Cutler, H., Parrila, R., Jokisaari, M., & Nurmi, J-E. (in press). How university students with reading difficulties are supported in achieving their goals. Journal of Learning Disabilities.

File Details

Date Uploaded
Date Modified
2014-06-15T07:09:49.079+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (Portable Document Format)
Mime type: application/pdf
File size: 1307586
Last modified: 2015:10:18 01:39:56-06:00
Filename: Stack-Cutler_Holly_Spring 2014.pdf
Original checksum: 17339b185443ca94abc117acd5b8a34e
Well formed: true
Valid: true
Page count: 165
File language: en-CA
Activity of users you follow
User Activity Date