Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities
University students with learning disabilities (LDs) represent a growing fraction of the total student population within North America. While past research has focused on cognitive aspects of living with an LD, social-emotional factors associated with the condition have received less attention. Social-emotional factors may play an important role in students’ ability to regulate their learning and effectively cope with LDs. This study investigates the relations between self-compassion, self-acceptance of an LD, narrative identity, self-regulated learning, and self-reported GPA in university students with LDs. Participants were 78 university students who self-reported as possessing an LD. All participants completed an online questionnaire and 20 completed an interview which was subsequently coded for themes of disability acceptance, agency, and meaning-making. Correlational analyses revealed significant associations between self-acceptance of an LD, self-compassion, self-regulated learning and GPA. No significant correlations between life story themes and self-regulated learning were found. However, themes of disability acceptance were significantly related to self-compassion and agency themes.