| Summary |
Self-efficacy has been shown to influence academic achievement and therefore is an important quality for students with disabilities to possess as this population tends to have lower academic self-efficacy than non-disabled peers. The research examines how the use of a smart pen impacts a student's experience of mastery with note taking and influences the academic self-efficacy of students with disabilities, and how students perceive the utility of the smart pen. This pilot investigation uses mixed methodology with quantitative and qualitative analyses. Participants include 22 university students registered with Disability Support Services with a primary disability of Attention Deficit Hyperactivity Disorder or a Learning Disorder. Self-efficacy is measured with the Self-Efficacy for Learning Form-A (SELF-A) in a pre and post-survey. Participants' mean ratings of self-efficacy for learning were significantly greater at post-survey after using a smart pen than at pre-survey. Participants rated their perception of mastery experiences with note taking, the hypothesized mechanism of change, three times throughout the study and the majority of note-taking sessions were rated as mastery experiences. Qualitative questions were used to assess participants' satisfaction using a smart pen in a university setting. Participants' satisfaction with using a smart pen was mixed, providing both positive and negative features. Participants' were split on whether using a smart pen may have improved their academic outcomes and whether or not they planned to purchase or use a smart pen in the future. Many college and university disability offices use and encourage use of smart pens as accommodations without research supporting the effectiveness of smart pens. The study can be used as a basis for developing experimental research with smart pens and the disability population to address the limitations of this research. The results can be used by students and university personnel in making a more informed decision about using or encouraging smart pens for their student populations. |
| General note | Presented to the faculty of the Department of Psychology. |
| General note | Advisor: Christy Walcott. |
| General note | Title from PDF t.p. (viewed July 24, 2015). |
| Dissertation note | M.A. East Carolina University 2015. |
| Bibliography note | Includes bibliographical references. |
| Technical details | System requirements: Adobe Reader. |
| Technical details | Mode of access: World Wide Web. |
