Article

OBJECTIVE: Delineate the effects of self-reported traumatic brain injury (TBI) or
posttraumatic stress disorder (PTSD) on self-regulated learning and academic
achievement for university-enrolled military Service members. PARTICIPANTS:
Students (N = 192) from 8 regionally diverse universities, representing an
estimated 6% of Service members enrolled across schools. SETTING: Public
universities that are members of the Servicemember Opportunity College
consortium. DESIGN: Cross-sectional study evaluating the relationships between
self-reported TBI, PTSD, and self-regulated learning variables and their
contribution to academic achievement. MAIN MEASURES: Self-report of military
service; symptoms of TBI and PTSD; self-regulation strategies including effort,
time/environment regulation, and academic self-efficacy; and grade point average
(GPA). RESULTS: There was no effect of self-reported TBI or PTSD on GPA, effort
regulation, or time/environment regulation strategies; however, participants with
TBI or PTSD reported significantly lower academic self-efficacy. Multiple
regression analysis revealed self-efficacy was the strongest predictor of GPA
among all participants, followed by military rank. CONCLUSION: The sample
consisted of high achieving students responsive to a university administrator,
which raises the possibility of sampling bias. Because of the low recruitment
rate for this study and lack of published research on this subject, replicating
the results is necessary before drawing generalizable conclusions about the population.

Langue : ANGLAIS