Akpunne Bede C, Idowu Oladoyin, Kumuyi Daniel O, Akpunne Elizabeth N
Department of Psychology, Redeemer's University, Ede Osun State, Nigeria.
Department of Behavioural Science and Ethics, St Matthew's University, West Bay, Cayman Islands.
J Educ Health Promot. 2024 Aug 29;13:315. doi: 10.4103/jehp.jehp_1652_23. eCollection 2024.
Academic self-efficacy refers to the student's beliefs and attitudes toward their capabilities to achieve academic success, as well as belief in their ability to fulfil academic tasks and the successful learning of the materials. The influence of dyslexia on academic self-efficacy and psychological distress among Nigerian students is underresearched in this study. This study investigated the relationship between dyslexia, psychological distress, and academic self-efficacy.
A total of 460 undergraduates purposively drawn from the University of Lagos, Nigeria, of over 10,000 undergraduate population, with a mean age of 26 ± 5 years, responded to the Academic Self-Efficacy Scale, the dyslexia adult checklist, the 12-item General Health Questionnaire, and Adult Reading History Questionnaire. Data were analyzed descriptively, and the regression analysis and -tests were used for statistical analysis, with a significance threshold of < 0.05.
The results showed that dyslexia is a significant predictor of academic self-efficacy (β = 0.34, t = 7.31, < 0.01). Dyslexia strongly predicted performance in examination [β = 0.32, F = 48.18, = 0.00], comprehension [β = 0.32, F = 33.54, = 0.00], school adjustment [β = 0.32, F = 35.86, = 0.00], reading skill [β = 0.21, F = 18.65, = 0.00], working memory [β = 0.26, F = 28.5, = 0.00], and time management [β = 0.21, F = 19.8, = 0.00] among the undergraduates. In addition, dyslexia significantly predicted psychological distress [t 41) = 1.40, = 0.65]. Gender had no significant influence on academic self-efficacy and psychological distress among the participants [t 41) = 1.33, = 0.19].
Dyslexia is a strong predictor of academic self-efficacy and psychological distress. Male and female Nigerian undergraduates have similar academic self-efficacy and psychological distress.
学业自我效能感是指学生对自己取得学业成功的能力的信念和态度，以及对自己完成学业任务和成功学习材料的能力的信念。在本研究中，诵读困难对尼日利亚学生学业自我效能感和心理困扰的影响尚未得到充分研究。本研究调查了诵读困难、心理困扰和学业自我效能感之间的关系。
从尼日利亚拉各斯大学超过10000名本科生中，有目的地抽取了460名本科生，平均年龄为26±5岁，他们对学业自我效能量表、诵读困难成人检查表、12项一般健康问卷和成人阅读史问卷进行了回应。对数据进行描述性分析，并使用回归分析和检验进行统计分析，显著性阈值为<0.05。
结果表明，诵读困难是学业自我效能感的一个重要预测因素（β = 0.34，t = 7.31，<0.01）。诵读困难强烈预测了本科生在考试[β = 0.32，F = 48.18，= 0.00]、阅读理解[β = 0.32，F = 33.54，= 0.00]、学校适应[β = 0.32，F = 35.86，= 0.00]、阅读技能[β = 0.21，F = 18.65，= 0.00]、工作记忆[β = 0.26，F = 28.5，= 0.00]和时间管理[β = 0.21，F = 19.8，= 0.00]方面的表现。此外，诵读困难显著预测了心理困扰[t(41)=1.40，= 0.65]。性别对参与者的学业自我效能感和心理困扰没有显著影响[t(41)=1.33，= 0.19]。
诵读困难是学业自我效能感和心理困扰的一个重要预测因素。尼日利亚男女本科生的学业自我效能感和心理困扰相似。
