Analysis of Psychological and Social Functioning in Undergraduate Students with a Specific Learning Disorder (SLD)

It is considered to be particularly interesting to enrich the scientific overview investigating the comorbidities of specific learning disorders (SLDs) in young adults. Therefore, this study aims to investigate the psychosocial and relational profiles associated with the presence of learning difficu...

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Bibliographic Details
Published in:Brain sciences 2023-06, Vol.13 (7), p.1020
Main Authors: Bonuomo, Marika, Marini, Mara, Vegni, Nicoletta, Melogno, Sergio, Torregiani, Giulia, Livi, Stefano, Di Filippo, Gloria
Format: Article
Language:English
Subjects:
Analysis
Anxiety
Comorbidity
Dyslexia
Elementary school students
Higher education
Learning
Learning disabilities
Medical research
Medicine, Experimental
Mental depression
Peers
psychological well-being
Psychopathology
Reading
Self esteem
Social skills
social well-being
specific learning disorder
Students
Teenagers
undergraduate students
University students
Young adults
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Summary:It is considered to be particularly interesting to enrich the scientific overview investigating the comorbidities of specific learning disorders (SLDs) in young adults. Therefore, this study aims to investigate the psychosocial and relational profiles associated with the presence of learning difficulties in a population of university students. The hypothesis is that young adults with SLDs have lower psychological and socio-relational functioning than their typical-development peers. We further hypothesized that the socio-relational difficulties of students with SLDs could be explained not only by referring to the presence of a learning disorder, but also by considering some variables that may follow the experience of students with SLDs. The results highlighted that students with SLDs, compared to their typical-development peers, have low self-efficacy, high academic anxiety scores, emotional problems, and issues with peers. We finally suggest considering these aspects as early as the diagnostic process to facilitate an effective treatment plan for learning disorders to prevent, in terms of developmental trajectory, the manifestation of these aspects in adulthood.
ISSN:2076-3425
2076-3425
DOI:10.3390/brainsci13071020