Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder. (March 2021)

• Record Type: Journal Article
• Authors: Matteucci, Maria Cristina; Soncini, Annalisa
• Is Part Of: Research in developmental disabilities. Volume 110(2021)
• Publication Date: 2021-03
• Subjects: Specific learning disorder -- University students -- Psychological well-being -- Self-efficacy -- Self-esteem -- Social support; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2021.103858
• Languages: English
• ISSNs: 0891-4222

Abstract

Abstract: Background: Despite an internationally recognized significant increase of students with a diagnosed Specific Learning Disorder (SLD) entering higher education, psychological features of university students with SLD still remain to be explored. Aims: The study aims to investigate the perceived academic self-efficacy and to identify predictors of psychological well-being in a sample of university students with SLD, compared to a control group of students without SLD. Methods and procedure: 60 Italian undergraduate students with SLD and 283 students without SLD were included in this study. Outcomes and results: Results indicated that university students with SLD, compared to students without SLD but with comparable academic achievement, did not report significantly lower levels of academic self-efficacy. Furthermore, a multiple regression analysis indicated that self-esteem and perceived social support by significant others did significantly predict the value of psychological well-being in students with SLD. Conclusions and implications: The findings suggest that undergraduate students with SLD may represent a particular category of young adults who have beaten the odds, who have persisted in effort even if they struggled and then who have succeeded.