University Students With Specific Learning Disabilities: Do Soft Skills and Study-Related Factors Make a Difference...

Area of Science:

• Educational Psychology
• Learning Sciences
• Disability Studies

Background:

• Effective student support requires understanding factors linked to academic success.
• Specific learning disabilities (SLDs) can impact university students' academic journeys.
• Identifying individual differences is crucial for tailored interventions.

Purpose of the Study:

• To compare university students with and without SLDs regarding study factors and social, emotional, and behavioral (SEB) skills.
• To examine the relationship between study-related factors, SEB skills, and student outcomes (achievement, satisfaction, burnout).
• To investigate if these relationships differ between students with and without SLDs.

Main Methods:

• A sample of 752 university students (125 with SLDs) participated.
• Group comparisons were conducted between students with and without SLDs.
• Multivariate regression models analyzed the associations between independent variables (study factors, SEB skills) and dependent variables (student outcomes).

Main Results:

• Students with SLDs reported lower academic self-efficacy, SRL strategies, and self-management skills.
• The impact of study-related factors and SEB skills on student outcomes was similar for both groups.
• Cooperation skills were linked to academic burnout in students without SLDs, but not in those with SLDs.

Conclusions:

• Difficulties for students with SLDs may extend beyond academics, affecting self-efficacy and strategy use.
• Interventions should consider a holistic approach to support students with SLDs.
• Findings can inform student-centered policies and practices to enhance academic and overall well-being.