Students with learning disabilities (LD) are attending postsecondary education more than ever, but are also less likely to complete their education compared to non‐LD peers. Using the Inputs–Environment–Outcomes model of Astin, we examined students with LD and non‐LD peers during their first year of postsecondary studies. Using structural equation modeling, we found that for all students, perceived academic ability had a positive direct effect on outcomes, whereas drive to achieve had only an indirect effect. Academic integration was important for grade point average and satisfaction. Social integration was important for the acquisition of knowledge and skills and satisfaction, and these connections were stronger for students with LD. Our discussion highlights potential supports for students with LD.

中文翻译：

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大专学历的学生：支持成功以及学生特征和融合的作用

学习障碍（LD）的学生接受高等教育的人数比以往任何时候都要多，但是与非学习障碍的同龄人相比，完成学业的可能性也较小。使用Astin的“投入-环境-成果”模型，我们研究了具有LD和非LD同伴的学生在中学后的第一年。使用结构方程模型，我们发现对于所有学生来说，感知的学业能力对成绩有积极的直接影响，而成就感的驱动力只是间接的影响。学术整合对于平均成绩和满意度很重要。社会融合对于获取知识，技能和满意度很重要，而对于有学习障碍的学生，这些联系更加牢固。我们的讨论重点介绍了对LD学生的潜在支持。