It may be thought that gaining a place at university confers self-belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self-efficacy beliefs in university students with and without dyslexia. An Academic Self-Efficacy Scale and a Sources of Academic Self-Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non-dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self-efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self-efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self-efficacy profiles, despite the level of success they have achieved in gaining a place at university.

The results support the positive effect of letter spacing on reading performance.

Psychometric schizotypy in the general population correlates negatively with face recognition

The burgeoning public involvement literature has resulted in a series of criteria being developed by many authors as to how the process “should” be conducted (e.g., public involvement should be instituted early in the planning process). A representative list of such criteria is evaluated in the context of three Western Australian case studies. It is concluded that such lists are not sufficient to describe or interpret the case studies presented, and that understanding of the role of public participation in environmental planning will be enhanced if it is viewed as a negotiation process. Eccles' two‐dimensional classification of negotiations may provide a valuable template for this view of public involvement by labeling environmental negotiations along “ideological‐distributive” and “internal‐external” dimensions. This approach also encourages application of social psychological methodology and theory to research questions such as why individuals participate, what negotiation procedures are preferred, and how the social contexts of environmental problems are defined by the public.