TY - BOOK

T1 - An exploratory study of dyslexic students' self-efficacy and the influence on engagement with higher education learning

AU - Elliott, Debra

PY - 2025

Y1 - 2025

N2 - This study explores dyslexic students’ self-efficacy and how it impacts their engagement with HE learning. Few studies have focused on dyslexic students’ lived experiences to develop understanding of the personal and educational impact of a diagnosis of dyslexia in adulthood. Therefore, dyslexic students’ experiences before and after diagnosis were considered, and factors that shaped their self-efficacy and learning, including previous education, experience and process of diagnosis, and HE support. A qualitatively driven mixed methods approach included an online survey (n=59) and semi-structured interviews (n=17). Bandura’s (1977;1997) self efficacy theory (SET) and Braun and Clarke’s (2022) reflexive thematic analysis (RTA) provided an overarching framework. Data analysis generated three overarching themes: Diagnosis matters, Perceptions of support, and Finding ways to learn. Findings report on my original contribution, what I refer to as foundational efficacy, which builds on Bandura’s SET (1997). I define foundational efficacy as efficacy to learn that develops when self-belief is fostered at an early age by supportive educational and social environments that provide opportunities for all learners to build and gain essential knowledge and skills to progress in life. Findings revealed almost all interviewees lacked support at school which hindered self-efficacy, development of knowledge and skills, and had repercussions for adulthood and engagement with HE learning. Findings established relationships between the timing of diagnosis, reactions to diagnosis, and learning developed. All interviewees managed to develop learning strategies post-diagnosis, but unexpectedly those who felt unsettled reported the most development in terms of ‘types of learning strategies’ acquired. Overall, 15 interviewees reported using a range of technologies, (e.g. built-in software and AT) to develop learning strategies; while 14 developed writing strategies due to DSA-related support from specialist dyslexia study skills tutors (SSTs), and 8 referred to lecturers aiding writing development. Key factors that i influenced students’ self-efficacy and learning were the timing of diagnosis, emotional state post-diagnosis, perceptions of ability, and HE support.

AB - This study explores dyslexic students’ self-efficacy and how it impacts their engagement with HE learning. Few studies have focused on dyslexic students’ lived experiences to develop understanding of the personal and educational impact of a diagnosis of dyslexia in adulthood. Therefore, dyslexic students’ experiences before and after diagnosis were considered, and factors that shaped their self-efficacy and learning, including previous education, experience and process of diagnosis, and HE support. A qualitatively driven mixed methods approach included an online survey (n=59) and semi-structured interviews (n=17). Bandura’s (1977;1997) self efficacy theory (SET) and Braun and Clarke’s (2022) reflexive thematic analysis (RTA) provided an overarching framework. Data analysis generated three overarching themes: Diagnosis matters, Perceptions of support, and Finding ways to learn. Findings report on my original contribution, what I refer to as foundational efficacy, which builds on Bandura’s SET (1997). I define foundational efficacy as efficacy to learn that develops when self-belief is fostered at an early age by supportive educational and social environments that provide opportunities for all learners to build and gain essential knowledge and skills to progress in life. Findings revealed almost all interviewees lacked support at school which hindered self-efficacy, development of knowledge and skills, and had repercussions for adulthood and engagement with HE learning. Findings established relationships between the timing of diagnosis, reactions to diagnosis, and learning developed. All interviewees managed to develop learning strategies post-diagnosis, but unexpectedly those who felt unsettled reported the most development in terms of ‘types of learning strategies’ acquired. Overall, 15 interviewees reported using a range of technologies, (e.g. built-in software and AT) to develop learning strategies; while 14 developed writing strategies due to DSA-related support from specialist dyslexia study skills tutors (SSTs), and 8 referred to lecturers aiding writing development. Key factors that i influenced students’ self-efficacy and learning were the timing of diagnosis, emotional state post-diagnosis, perceptions of ability, and HE support.

KW - dyslexic students lived experiences

KW - diagnosis

KW - self-efficacy

KW - higher education learning

KW - mixed methods

U2 - 10.17635/lancaster/thesis/2782

DO - 10.17635/lancaster/thesis/2782

M3 - Doctoral Thesis

PB - Lancaster University

ER -