University of Padova, Italy.
University of Turin, Italy.
J Learn Disabil. 2024 Jan-Feb;57(1):16-29. doi: 10.1177/00222194221150786. Epub 2023 Feb 15.
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; = 22.7; = 3.56; age range = 19-45 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.
了解支持有和没有特定学习障碍（SLD）的学生的个体素质是支持他们学业成绩和幸福感的关键。在这项研究中，我们调查了有和没有 SLD 的学生在个体内部因素（软技能和与学习相关的因素）、学业和非学业成绩（成绩、学业和生活满意度）以及这些个体内部因素与三个结果之间的关系方面的差异。共有 318 名学生（79 名男性； = 22.7； = 3.56；年龄范围为 19-45 岁；147 名有 SLD）完成了自我报告问卷和流体智力测试。结果表明，有 SLD 的学生报告创造力较高，但学业自我效能感、学习适应力和学业成绩较低，效应大小为小到中等。在这两个群体中，成绩与学业自我效能感呈显著正相关，与创造力呈显著负相关。生活满意度与学习适应力呈正相关；而学业满意度与批判性思维、好奇心和学业自我效能感有关。培养这些个体内部因素可以使有和没有 SLD 的学生受益。
