Department of Psychology, University of Bologna, p.za A. Moro, 90, 47521, Cesena (FC), Italy.
Department of Psychology, University of Bologna, via Filippo Re, 10, 40126, Bologna (BO), Italy.
Res Dev Disabil. 2021 Mar;110:103858. doi: 10.1016/j.ridd.2021.103858. Epub 2021 Jan 16.
Despite an internationally recognized significant increase of students with a diagnosed Specific Learning Disorder (SLD) entering higher education, psychological features of university students with SLD still remain to be explored.
The study aims to investigate the perceived academic self-efficacy and to identify predictors of psychological well-being in a sample of university students with SLD, compared to a control group of students without SLD.
60 Italian undergraduate students with SLD and 283 students without SLD were included in this study.
Results indicated that university students with SLD, compared to students without SLD but with comparable academic achievement, did not report significantly lower levels of academic self-efficacy. Furthermore, a multiple regression analysis indicated that self-esteem and perceived social support by significant others did significantly predict the value of psychological well-being in students with SLD.
The findings suggest that undergraduate students with SLD may represent a particular category of young adults who have beaten the odds, who have persisted in effort even if they struggled and then who have succeeded.
尽管国际上公认有大量被诊断为特定学习障碍（SLD）的学生进入高等教育，但 SLD 大学生的心理特征仍有待探索。
本研究旨在调查有 SLD 的大学生群体的感知学业自我效能感，并确定其心理健康的预测因素，同时与无 SLD 的对照组学生进行比较。
本研究纳入了 60 名意大利 SLD 本科学生和 283 名无 SLD 但学业成绩相当的学生。
结果表明，与学业成绩相当但无 SLD 的学生相比，有 SLD 的大学生并没有报告明显较低的学业自我效能感。此外，多元回归分析表明，自尊和来自重要他人的感知社会支持显著预测了 SLD 学生的心理健康水平。
研究结果表明，有 SLD 的本科学生可能代表了一类特殊的年轻人，他们克服了困难，即使在努力挣扎后仍然坚持不懈，并最终取得了成功。
