Abstract

This study aimed to identify the level of psychological and academic well-being among students with disabilities in Jordanian universities and its relationship with their gender, specialization, academic year, grade point average (GPA), university, and type of disability. The study participants included 134 students with disabilities from Hashemite University, University of Jordan, and Al-Hussein Bin Talal University 2019/2020 academic year. This study used the Psychological and Academic Well-being Scale, which consists of thirty-eight items, to record the participants’ responses to two main dimensions: psychological well-being and academic well-being. The results showed a moderate level of psychological and academic well-being among students with disabilities in Jordanian universities and statistically significant differences in psychological and academic well-being due to the student’s gender, favoring female students. The results also did not show any psychological and academic well-being differences according to students’ specialization, academic level, GPA, university, and type of disability. Students with disabilities in Jordanian universities have a moderate level of psychological and academic well-being, and higher education institutions should maintain and enhance students with disabilities’ psychological and academic well-being.