thesis writing plan


ACADEMIC CONFIDENCE AND DYSLEXIA AT UNIVERSITY

 

 

 

ACADEMIC CONFIDENCE AND DYSLEXIA AT UNIVERSITY


Abstract

This project is interested in the impact of the dyslexic label on university students’ sense of academic purpose – in particular, their academic confidence.

The premise being tested is that students with an identified dyslexic learning difference present a lower level of academic confidence than not only their non-dyslexic peers but, more significantly, than their non-identified dyslexic peers.

Although somewhat obfuscated by a plethora of researcher-definitions, confidence in an academic context has been widely identified as a significant contributor to academic achievement.

Exploring how academic confidence is affected by learning differences widely attributed to dyslexia is thought to be a fresh approach to exploring how many students tackle their studies at university.  The research hopes to demonstrate that it may be more so the identification of a learner as ‘different’ that impacts more negatively on their academic confidence rather than aspects of their learning differences that raise impediments and obstacles to effective learning at university.

A significant research challenge has been to develop a way to find students with an unreported or non-identified dyslexia-like learning profile.  The research questionnaire that has been deployed used an innovative ‘Dyslexia Index’, developed from an earlier-stage enquiry to dyslexia support professionals working in UK universities. This has been integrated with Sanders’ (2006) Academic Behavioural Confidence Scale as the key metric for gauging academic confidence.

The self-report questionnaire has been deployed to university students at several institutions through the project webpages and as a key feature, utilized continuous-scale sliders created using HTML5 technologies to displace the more conventional Likert scale-item anchors which has enabled a much finer range of response values to be collected.

Early analysis of the 166 good eQNR responses appears to be presenting evidence to support the initial premise although much work is still to be done in finding meaning from the rich numerical and qualitative data that has arrived.up_33

 

Acknowledgements

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Research Questions

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Stance

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Research Importance

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Theoretical Perspectives

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Confidence is a robust dimensional characteristic of individual differences (Stankov, 2012). Confidence can be considered as a sub-construct of self-efficacy and is concerned with an individual’s beliefs about their capability to ‘get something done’. Students who enter higher education or college with confidence in their academic abilities to perform well do perform significantly better than their less-confident peers. (Chemers et al, 2001). When students lack confidence in their capacity to tackle academic tasks they are less likely to engage positively with them (Pajares & Schunk, 2002). Perceptions of capability and motivation, which include judgments of confidence, feature significantly in self-concept theories, in particular, social cognitive theory. The idea is that beliefs in personal efficacy can be better predictors of academic outcomes than actual abilities or evidence from prior performance because these beliefs are fundamental in establishing how learners are likely to use the knowledge and academic skills that they have acquired (Pajares & Miller, 1995).

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Research Design

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Lorem ipsum dolor sit amet, consectetur adipiscing elit. Phasellus laoreet eget ante non dapibus. Donec nisl ligula, accumsan non lectus id, maximus feugiat est. Sed egestas, nisi elementum cursus vehicula, eros neque finibus tortor, eu consectetur diam nibh ut elit. Donec nisl est, lacinia et tortor a, fringilla pretium lorem. Donec tincidunt, orci sed facilisis auctor, nulla libero posuere nulla, ut aliquam lacus elit sit amet leo. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Nullam convallis ipsum vitae augue sollicitudin facilisis. Morbi sit amet nisi et nunc gravida varius at sed sem. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Etiam vel ligula eu ipsum congue imperdiet eu quis diam. Aliquam tempus tortor volutpat, hendrerit enim quis, vulputate sapien. Curabitur dapibus convallis sapien, ut semper nisi. Nullam aliquam velit ac commodo efficitur.up_33

Analysis

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Discussion

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Conclusions

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Directions for Future Research

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ReferencesChemers, M.M., Hu, L., Garcia, B.F., 2001, Academic self-efficacy and first-year college student performance and adjustment, Journal of Educational Psychology, 93(1), 55-94.
Pajares, F., Miller, M.D., 1994, Role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis, Journal of Educational Psychology, 86(2), 193-203.
Pajares, F., Schunk, D.H., 2002, Self and self-belief in psychology and education: an historical perspective, IN: Aronson, J., (Ed.), Improving academic achievement, New York, Academic Press.
Stankov, L., Lee, J., Hogan, D.J., 2012, Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22, 747-758.