University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention–deficit/hyperactivity disorder (ADHD), social–emotional factors have received less attention. Such factors may play an important role in self–regulation of learning. This study investigated the relations among self–compassion, self–acceptance of an LD, and self–regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self–identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self–compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self–acceptance of an LD, self–compassion, and self–regulated learning.
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