Do Students with Dyslexia Have a Different Personality Profile as Measured with the Big Five?

Tops, Wim; Verguts, Ellen; Callens, Maaike; Brysbaert, Marc

doi:10.1371/journal.pone.0064484

Cited by 7 publications

(7 citation statements)

References 22 publications

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“…However, our results do not indicate that adolescents with reading disabilities have significantly more anxiety or depression problems in spite of getting higher scores on anxiety as a state and depression as a trait. These results align with the findings of other studies with adolescents and adults with reading disabilities who do not show this type of difficulty either [13][14][15].…”

Section: Discussionsupporting

confidence: 92%

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The Role of Decision-Making in Suicidal Ideation

Piedra-Martínez¹

2018

Acta Psychopathol

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Students who have trouble in learning to read become a risk group as they experience more difficulties associated especially to emotional and motivational levels. Therefore, to characterize the emotional and motivational problems of adolescents with reading disabilities, 19 adolescents with reading disabilities were compared to 20 adolescents with normal development. The participants were balanced in chronological age, gender and IQ. All participants were interviewed. They self-reported anxiety, manifested depressive symptoms, self-concept, causal attributions for success / failure and motivation for reading. Overall, no significant differences were found regarding anxiety or depressive symptoms between adolescents with reading disabilities and adolescents in the control group. The ANOVA results show that adolescents with reading disabilities had a significantly lower academic self-concept and more extrinsic and intrinsic reading motivational problems. The participants also showed signs of a maladaptive attributional pattern. That is, adolescents with reading disabilities attribute their successes less to ability rather than external factors. They associate failure with lack of ability and bad luck. The results are discussed in relation to the specialized literature. The paper highlights the need to include an evaluation of the emotional and motivational aspects within a more comprehensive framework of assessment among students with learning disabilities.

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Section: Discussionsupporting

confidence: 92%

“…However, other studies indicate that difficulties decrease in students with learning disabilities as age increases. In concordance with the results of other studies, research does not find difficulties of anxiety and depression in adolescents with reading disabilities [13][14][15].…”

Section: Emotional and Motivational Problems In Spanish-speaking Adolsupporting

confidence: 91%

The Role of Decision-Making in Suicidal Ideation

Piedra-Martínez¹

2018

Acta Psychopathol

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“…Minimal research has examined depressive and/or anxiety-related symptoms specifically within adult dyslexic samples. Results have been mixed with some studies showing elevated symptoms relative to control groups without dyslexia (Carroll & Iles, 2006;Wilson, Armstrong, Furrie, & Walcot, 2009), some showing equivalent symptoms between these groups (Boetsch, Green, & Pennington, 1996;Nelson & Gregg, 2010;Riddick et al, 1999;Tops, Verguts, Callens, & Brysbaert, 2013), and still others showing varied results depending on the instruments used to measure these symptoms (Ghisi, Bottesi, Re, Cerea, & Mammarella, 2016;Jordan, McGladdery, & Dyer, 2014). Additionally, most of these studies have significant limitations, including small sample sizes, participants with self-identified dyslexia, and participants who were identified as dyslexic only by way of being formally recognized as such through a postsecondary disability services office.…”

mentioning

confidence: 99%

Socially Desirable Responding and College Students with Dyslexia: Implications for the Assessment of Anxiety and Depression

Nelson

Liebel

2017

Dyslexia

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We investigated self-reported depressive and anxiety-related symptoms among college students with dyslexia, with emphasis on the role of socially desirable responding (SDR) in understanding these reports. Analyses included examination of differences in self-reported depressive symptoms, anxiety-related symptoms, and SDR. We also examined the relationships among SDR, depressive symptoms, anxiety-related symptoms, and reading skills. Participants with dyslexia demonstrated significantly higher SDR than did participants without dyslexia, and higher SDR was significantly associated with lower self-reported depressive and anxiety-related symptoms. Moreover, higher SDR was significantly associated with lower reading skills. There was no group difference on anxiety-related symptoms, but participants with dyslexia had higher depressive symptoms than did participants without dyslexia when SDR was controlled. Implications for the assessment of anxiety and depression among college students with dyslexia are discussed. Copyright © 2017 John Wiley & Sons, Ltd.

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“…Also, our findings may not extend to other languages and/or educational systems even though there are similarities in the cognitive profiles of Dutch-speaking and English-speaking undergraduates (Callens, Tops, and Brysbaert 2012) and in personality profiles (Tops et al 2013). Other factors that might have played a role in our results are the age and cognitive functioning of our participants.…”

Section: Discussionmentioning

confidence: 60%

“…The LASSI was part of a larger protocol (Callens, Tops, and Brysbaert 2012;Tops et al (2014); Tops et al (2012); Tops et al (2013) which also involved an intelligence test, various reading and spelling tests, a personality inventory, as well as a semi-structured interview about socio-emotional and academic functioning. The students completed all tests individually in a quiet room with one of three test administrators seated at the opposite side of the table.…”

Section: Methodsmentioning

confidence: 99%

Study strategies of first-year undergraduates with and without dyslexia and the effect of gender

Tops

Glatz

Premchand

et al. 2019

European Journal of Special Needs Education

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For students to be successful in higher education, they need not only have motivation and sufficient intellectual ability, but also a wide range of study skills as well as the metacognitive ability to determine when a change in strategy is needed. We examined whether first-year undergraduates with dyslexia (N = 100) differ from peers without learning disabilities (N = 100) in the use of study strategies. The Learning and Study Strategies Inventory was used and potential gender differences were investigated. Matched for age, gender and field of study, fluid intelligence scores were comparable between groups. The self-reports showed that knowledge of test taking strategies was more limited in the dyslexic group. Also, 'fear of failure' was higher in the dyslexic students. Further analyses revealed group × gender interactions for motivation, time management and fear of failure, with female undergraduates outperforming their male counterparts. Implications for secondary education and university, as well as college student support services are discussed.

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Do Students with Dyslexia Have a Different Personality Profile as Measured with the Big Five?

Cited by 7 publications

References 22 publications

The Role of Decision-Making in Suicidal Ideation

The Role of Decision-Making in Suicidal Ideation

Socially Desirable Responding and College Students with Dyslexia: Implications for the Assessment of Anxiety and Depression

Study strategies of first-year undergraduates with and without dyslexia and the effect of gender

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