Malagoli Chiara, Zanobini Mirella, Chiorri Carlo, Bigozzi Lucia
Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy.
Department of Education Sciences (DISFOR), University of Genoa, C.so A. Podestà 2, 16128 Genova, Italy.
Children (Basel). 2021 Jan 27;8(2):88. doi: 10.3390/children8020088.
Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify which tasks were the most challenging for individuals with LDs, and (2) to investigate whether inaccurate writers with and without a diagnosis differ in terms of self-perceived difficulties. Two groups were selected from a total sample of 639 students attending seven Italian universities: The first group included 48 participants (24 females) with scores on writing tasks below the 5th percentile, and the second included 51 participants (24 females) who were diagnosed with an LD. The results showed that the two groups significantly differed in the articulatory suppression condition tasks, but not in the standard condition tasks. When groups were matched for performance on writing tasks, students who were diagnosed with an LD reported significantly more perceived difficulties than students without an LD. The implications of these results in terms of the self-efficacy beliefs of students with an LD are discussed.
研究表明，学业成功与积极的学业自我效能信念密切相关，而且学习障碍（LD）患者在大多数学习领域通常比同龄人对自身能力的认知更低。本研究的目的有两个：（1）比较未被诊断为学习障碍的写作不准确者与被诊断为学习障碍的学生的表现，以确定哪些任务对学习障碍患者最具挑战性；（2）调查有和没有学习障碍诊断的写作不准确者在自我感知的困难方面是否存在差异。从就读于七所意大利大学的639名学生的总样本中选取了两组：第一组包括48名参与者（24名女性），其写作任务得分低于第5百分位，第二组包括51名被诊断为学习障碍的参与者（24名女性）。结果表明，两组在言语抑制条件任务上存在显著差异，但在标准条件任务上没有差异。当两组在写作任务表现上匹配时，被诊断为学习障碍的学生报告的感知困难明显多于没有学习障碍的学生。讨论了这些结果对学习障碍学生自我效能信念的影响。
