English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The current study was conducted to understand better the university experiences and academic outcomes for students with and without self-reported disabilities or impairments. The project explored responses to an online questionnaire on early university experiences of first-year students ( n  = 1019) within one New Zealand university. A cross-sectional design was used to explore patterns in academic self-perceptions, subjective well-being, and GPA between groups who categorised themselves as having or not having a disability, impairment, or long-term condition (yes or no) and those who were or were not registered with the institution’s disability support service. Our results provide initial evidence that non-registered students with disabilities reported higher university-related anxieties and lower academic outcomes when compared to registered students with disabilities and students with no perceived disabilities. Well-being and academic self-efficacy did not significantly differ across the groups. The discussion section focuses on possible challenges that may arise for non-registered students with disabilities at university and possible future directions.

Exploring Experiences and Academic Outcomes of First-Year University Students with and without Perceived Disabilities or Impairments