Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Casali, Nicole; Meneghetti, Chiara; Tinti, Carla; Re, Anna Maria; Sini, Barbara; Passolunghi, Maria Chiara; Valenti, Antonella; Montesano, Lorena; Pellegrino, Gerardo; Carretti, Barbara

doi:10.1177/00222194221150786

Cited by 7 publications

(15 citation statements)

References 90 publications

(185 reference statements)

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“…A comprehensive comparison between the group with SLDs and the group without SLDs falls outside the scope of the present study; however, further details may be found in Casali et al. (2023).…”

Section: Methodsmentioning

confidence: 96%

“…A total of 730 individuals accessed the link to an online data collection; of those, 318 provided informed consent and completed all measurements, thus, constituting the final sample. This sample encompassed both students with and without SLDs (Casali et al., 2023). However, since the present study focused solely on students with SLDs, the following section provides specific details concerning this subgroup only.…”

Section: Methodsmentioning

confidence: 99%

“…All measures were implemented in Qualtrics as part of a larger research project (Casali et al., 2023), which included not only the sample of students with SLDs considered in this article but also a control group of students without SLDs. All students underwent the same procedure and completed the same questionnaires, except for the questionnaire on the use of specific services, which was exclusively administered to students with SLDs.…”

Section: Methodsmentioning

confidence: 99%

“…The present study was part of a larger study (see Casali et al., 2023) of the role of several intraindividual study‐related factors with respect to academic achievement, life, and academic satisfaction in students with and without SLDs.…”

Section: The Present Studymentioning

confidence: 99%

“…Casali et al. (2023) examined study‐related aspects, including self‐efficacy and resilience (i.e., the tendency to stay motivated despite difficulties or failures while studying) in university students with and without SLDs. Their findings showed that students with SLDs reported lower perceived self‐efficacy and lower study resilience than their peers without SLDs.…”

mentioning

confidence: 99%

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Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

Pellegrino,

Casali,

Meneghetti

et al. 2023

Learning Disabilities Research & Practice

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In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self‐efficacy, and use of self‐regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self‐efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.

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Section: Methodsmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

mentioning

confidence: 99%

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Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

Pellegrino,

Casali,

Meneghetti

et al. 2023

Learning Disabilities Research & Practice

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The Italian Behavioral, Emotional, and Social Skills Inventory (BESSI-I)

Feraco,

Casali,

Pellegrino

et al. 2024

Journal of Personality Assessment

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The importance of social, emotional, and behavioural (SEB) skills is recognized worldwide, but their measurement has always been a challenge. The BESSI measures 32 SEB skills, divided into five domains (social engagement, cooperation, selfmanagement, emotional resilience, and innovation), but its validity must be expanded to new languages and contexts. Across two studies (N1 = 990, N2 = 824) we developed the Italian version of the BESSI, provided further support for its convergent and discriminant validity with the Big Five, and expanded its nomological network to procrastination, selfefficacy, and emotion regulation. The BESSI-I showed excellent internal reliability and satisfactory fit indices at the facet, domain, and overarching framework level. We also confirmed the correlations between the SEB skills and the Big Five personality traits and found meaningful correlations with the selected external outcomes. Overall, we confirm that the BESSI-I is a valid and useful instrument to assess SEB skills for research and clinical purposes.

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Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Sharabi,

Shelach Inbar

2024

Learning Disabilities Research & Practice

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This study assessed the positive perception of distance learning of undergraduate students with and without attention deficit hyperactivity disorder (ADHD) and/or specific learning disorder (SLD), and examined their personal resources (academic self-efficacy [ASE] and sense of coherence [SOC]), and social vulnerability (loneliness) in predicting their positive distance learning perception. Participants were 276 Israeli undergraduates, 138 diagnosed with ADHD/SLD and 138 in a comparison group without disabilities. Students’ positive perceptions toward distance learning, ASE, SOC, and loneliness were assessed via self-report questionnaires. Students with ADHD/SLD reported a less positive perception of distance learning, lower ASE and SOC, and higher loneliness than students without disabilities. In both groups, females had a more positive perception of distance learning than males. ASE uniquely contributed to a positive perception of distance learning only for students with ADHD/SLD. As hybrid learning becomes more and more common in higher education, it is critical to understand the unique needs and adaptation to distance learning of students with ADHD/SLD.

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Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Cited by 7 publications

References 90 publications

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

The Italian Behavioral, Emotional, and Social Skills Inventory (BESSI-I)

Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

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