Bonuomo Marika, Marini Mara, Vegni Nicoletta, Melogno Sergio, Torregiani Giulia, Livi Stefano, Di Filippo Gloria
Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy.
Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy.
Brain Sci. 2023 Jun 30;13(7):1020. doi: 10.3390/brainsci13071020.
It is considered to be particularly interesting to enrich the scientific overview investigating the comorbidities of specific learning disorders (SLDs) in young adults. Therefore, this study aims to investigate the psychosocial and relational profiles associated with the presence of learning difficulties in a population of university students. The hypothesis is that young adults with SLDs have lower psychological and socio-relational functioning than their typical-development peers. We further hypothesized that the socio-relational difficulties of students with SLDs could be explained not only by referring to the presence of a learning disorder, but also by considering some variables that may follow the experience of students with SLDs. The results highlighted that students with SLDs, compared to their typical-development peers, have low self-efficacy, high academic anxiety scores, emotional problems, and issues with peers. We finally suggest considering these aspects as early as the diagnostic process to facilitate an effective treatment plan for learning disorders to prevent, in terms of developmental trajectory, the manifestation of these aspects in adulthood.
在年轻人中丰富对特定学习障碍（SLD）共病情况的科学概述被认为特别有趣。因此，本研究旨在调查大学生群体中与学习困难存在相关的心理社会和人际关系概况。假设是患有SLD的年轻人在心理和社会关系功能方面低于其发育正常的同龄人。我们进一步假设，患有SLD的学生的社会关系困难不仅可以通过提及学习障碍的存在来解释，还可以通过考虑一些可能伴随患有SLD的学生经历的变量来解释。结果突出表明，与发育正常的同龄人相比，患有SLD的学生自我效能感低、学业焦虑得分高、存在情绪问题以及与同龄人存在问题。我们最终建议在诊断过程中尽早考虑这些方面，以便为学习障碍制定有效的治疗计划，从发展轨迹的角度预防这些方面在成年期的表现。
