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Objectives: In this study, we explored the relationships between psychological capital (PsyCap), social support, and academic adjustment in undergraduate students with learning disabilities (LD), comparing those receiving support from university centers to their unsupported peers. PsyCap, comprising hope, efficacy, resilience, and optimism, is a critical determinant in the academic success of students with LD. We assessed the impact of PsyCap and social support on academic adjustment, comparing LD students who visited institutional support centers to those who did not. Methods: The sample included 120 undergraduate students with various LD diagnoses, including attention deficit and hyperactivity disorders. Data were collected using 4 questionnaires. Results: There were statistically significant positive correlations between PsyCap and social support but only among students receiving institutional support. Furthermore, academic adjustment was positively associated with both PsyCap and social support, regardless of institutional support. However, LD students attending institutional support centers showed higher levels of PsyCap, social support, and academic adjustment than their counterparts who did not. Conclusions: The findings suggest institutional support enhances PsyCap-social support relations, underlining the importance of such support systems in educational settings. The study contributes to the understanding of academic adjustment challenges faced by students with LD and underscores the value of targeted support strategies.
Walter et al. (Tue,) studied this question.