Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors.
J Learn Disabil
; 57(1): 16-29, 2024.
Article
em En
| MEDLINE
| ID: mdl-36790042
ABSTRACT
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; Mage = 22.7; SD = 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.
Palavras-chave
Texto completo:
1
Bases de dados:
MEDLINE
Assunto principal:
Sucesso Acadêmico
/
Deficiências da Aprendizagem
Limite:
Adult
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Humans
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Male
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Middle aged
Idioma:
En
Revista:
J Learn Disabil
Ano de publicação:
2024
Tipo de documento:
Article
País de afiliação:
Itália