ArticleBrain sciences2023
Analysis of Psychological and Social Functioning in Undergraduate Students with a Specific Learning Disorder (SLD).
Article in Brain sciences, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 10 citations in OpenAlex.
- Article
- Psychoemotional Profiles in Reading Comprehension Among Students with Typical Development, Learning Disabilities, and Developmental Language Disorder.Behavioral sciences (Basel, Switzerland) · 2026Article
- What Lies Behind Diagnostic Labels? High Intra-Individual Variability Is the True Cognitive Signature of University Students with Specific Learning Disorders.Brain sciences · 2026Article
- Teacher Personality Predicts Emotional Well-Being and Academic Achievement in Students with Specific Learning Disorders.Children (Basel, Switzerland) · 2025Article
- Neurostimulation and Sense of Agency: Three tDCS Experiments on the Modulation of Intentional Binding.Brain sciences · 2025Article
- Quality of Life and Coping Strategies in Children with and Without Learning Disabilities from the Perspective of Their Parents and Caregivers.Pediatric reports · 2024Article
- Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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Registered trials
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