Perceived social support and resilience on academic Performance among high school students (with and Without learning disabilities

Abstract

The present study was aimed to explore the impact of resilience and perceived social support on academic performance of students with learning disabilities (LD) and without learning disabilities (LD). 525 students were taken from different private and government sector schools of Rawalpindi and Islamabad. For the assessment of LD, the Learning Disabilities Checklist (Ashraf & Najam, 2014) was used, perceived social support by Child and Adolescent Social Support Scale (Malecki, Demaray & Elliot, 2014).; resilience by Child and Youth Resilience Measure (Ungar & Liebenberg, 2011) and Academic Performance was determined by the Percentage in the last promoting exam (Bukhari, 2010). It was hypothesized that the learning disabilities will be negatively correlated with academic performance and resilience will be positively correlated with academic performance. Resilience and perceived social support will be better predictor of academic performance among students (with LD). Results revealed that learning disabilities are significantly negatively correlated with academic performance of students. Resilience is significantly negatively correlated with academic performance of students (with LD). Reading disability was high in male students (with LD). Among all students, resilience was high in female and those who enrolled in public school system. Mathematical disability was high among students (without LD) enrolled in public schools. Perceived social support (people in school and classmates) was high among students (without LD) enrolled in private school system. Multiple regression analysis predicted negative effect of resilience with academic performance among students (with LD). The present study has important implications in the education sector and in clinical settings.