Commodari Elena, La Rosa Valentina Lucia, Sagone Elisabetta, Indiana Maria Luisa
Department of Educational Sciences, University of Catania, 95124 Catania, Italy.
Eur J Investig Health Psychol Educ. 2022 Aug 10;12(8):1034-1049. doi: 10.3390/ejihpe12080074.
This study aimed to explore interpersonal adaptation, generalized self-efficacy, and metacognitive skills in a sample of Italian adolescents with and without a specific learning disorder (SLD). A total of 564 secondary and high school students (males = 236; females = 328; age range: 11-19; M = 16.14, SD = 1.70) completed a set of standardized tests assessing social and interpersonal skills (non-affirmation, impulsiveness, narcissism, social preoccupation, and stress in social situations), general self-efficacy, and metacognition. Students with SLD reported a lower interpersonal adaptation than students without SLD. Furthermore, students with SLD were more impulsive and had more problems handling social situations. They also reported lower levels of self-efficacy but higher metacognition scores than peers without SLD. The use of compensatory tools was associated with better interpersonal skills and higher levels of self-efficacy in students with SLD. Finally, using these instruments is predictive of high levels of metacognitive skills in adolescents with SLD. In line with the previous literature, this study showed the presence of a gap between adolescents with and without an SLD in terms of interpersonal adaptation, general self-efficacy, and metacognitive skills in the school context. Further studies are needed on the psychological well-being of adolescents with SLD and especially on the protective role of personal, social, and environmental characteristics.
本研究旨在探讨患有和未患有特定学习障碍（SLD）的意大利青少年样本中的人际适应、一般自我效能感和元认知技能。共有564名中学生和高中生（男性 = 236名；女性 = 328名；年龄范围：11 - 19岁；M = 16.14，SD = 1.70）完成了一组标准化测试，以评估社交和人际技能（非肯定性、冲动性、自恋、社交专注以及社交情境中的压力）、一般自我效能感和元认知。患有SLD的学生报告的人际适应能力低于未患有SLD的学生。此外，患有SLD的学生更冲动，在处理社交情境方面存在更多问题。他们还报告说自我效能感水平较低，但元认知得分高于未患有SLD的同龄人。使用补偿工具与患有SLD的学生更好的人际技能和更高的自我效能感水平相关。最后，使用这些工具可预测患有SLD的青少年具有高水平的元认知技能。与先前的文献一致，本研究表明，在学校环境中，患有和未患有SLD的青少年在人际适应、一般自我效能感和元认知技能方面存在差距。需要进一步研究患有SLD的青少年的心理健康，尤其是个人、社会和环境特征的保护作用。
